THAT’S ART, SO WHAT? Chapter 7 BS ee INTRODUCTION: What is Art for: Functions, Relevance, and Significance “Im not an artist, | don't know how to appreciate ar!” ‘Some of you may have this dilemma in mind, However, for others, they may have a glimpse of what art means to them because they may be skillful at some techniques; but, have you ever had this lingering curiosity about how and where does one begin to study art? In the age of Instagram and Facebook, itis very easy to come across a work of art which is made, remade, or reused to fita certain purpose or value. You must have pressed that “like” or “love” button as you deem a graphic post so relatable. YouTube offers lots of tutorials and techniques for painting, caligraphy, watercolor etal; lots of young artists have been exposed to a wide range of art techniques because of them. Art and information is now within our reach. There are so many sources available to learn from. The downside of this quick information is that it is very scattered. We do not know which to prioritize and are unsure if we are getting the right information. ‘Art Appreciation on the other hand is a discipline offered in an academic setting but probably less likely fo be consumed here in this country. However, it has one strength: its premise being in the academe. To direct our often ambivalent feelings toward art, let us learn and discuss it from which, | believe, is a good starting point: you. The beginning of this chapter is about understanding the functions of art in relation to your context, your needs, and your longings as a person in the context of the millennial age. The rest progresses from this starting point. Chapter 1 That's Art, So What? |Lesson 1: What Is Art to Me?: Understanding How Art Can Meet Some Human Needs Peet Objectives: * Understand the role of art as a tool to aid human limitations * Relate art to yourself: to your context, experiences, and longings as a person Challenge one’s critical thinking skills through creative ways of confronting life's problems * _ Inculcate values and humanistic attitude toward art Ngai INTRODUCTION: Do you agree with the assumption that our generation today is called the “anxious generation”? When you talk to those who were bom during the age of “baby-boomers,” most of them would probably describe a life formed out of simple choices to make: goo school, study, work, and get married. However, the times today pose a stark contrast to such simplicity. We have never been so detached from the primary values of our humanity: we are often distracted by illusions and “ideal lives” that the internet age suggests Hence, in this lesson, you will earn and relearn the value of art in our lives. Even if you are not an arlst, hopefully you will understand that the arts are actually meant to aid some human limitations that we have often ignored or set aside because of so many distractions in our generation today These are some proposed functions of art in our lives but are not supposed to limit other presumed ideas. There is definitely more, but considering the scope and limit of our time, we will focus on the following: 1, Beauty 5, Remembering and mark-making 2, Happiness and hope 8, Raising awareness 3, Identity and understanding one self 7. Culture and togetherness 4. Grief and healing Inspired by the book “Art as Therapy” by Alain de Boton, this version of the seven functions of art are common human experiences with which, | believe, we as Filipinos can mostly adhere to. Hence, by > taking off from these ideas, we can all relate to the role of art through our shared humanity. Choose any of these activities which are most feasible to do for you. Afterward, answer the analysis portion. Chapter 1 That's Art, So What? |3, Identity and understanding the self Today's generation, being the “me” generation, is also sometimes tagged as the “anxious generation’. Alot of social issues evidently reflect this struggle for identity: gender issues, disconnectedness brought ‘on by social media, regionalism, and even mental health issues. How do you think art can be a tool to address such challenges? Do you agree that we need something outside of us and tangible enough to define what we are feeling and struggling against? Sometimes we see ourselves in an artwork. ‘Sometimes we see ourselves in the process. Art can serve as a powerful tool to help us communicate and relay our confusion. Even psychological interventions use art as therapy to aid in processing some sensitive experiences, 4, Grief and healing Many of the most poignant and humanistic products of art were made after the Word War Il. Twentieth-century art mostly expressed human suffering and darkness in its themes. Artists such as Rachel Whiteread talked about this haunting remembrance of holocaust victims in her work “Ghost. Library.” Here, she used an experiential type of artistic expression, exploring the themes of place and memory in an architectural setting. Throughout the years, artists have interpreted these shared human experiences in different ways, which also help us process our grief. Some may use art as a tool to express pain and process it in therapy. Nonetheless, it plays an important role in making grieving somehow dignified 5, _ Remembering and mark-making How do you think has art helped us remember? How have artists shaped our landscape? The monument of Rizal in Luneta Park is one example of a type of art that helps us remember. Without the tangible characteristic of art, we will not be able to sustain our nationalistic values well enough. We have pictures, films, and paintings that depict heroism and nationalism. Try to look up these artists: "Angel of the North” by British sculptor Antony Gormley and Anish Kapoor's “Cloud Gate" in Chicago. Gormly's work has been considered as the largest sculpture in the world and one of the most popular. The humongous. figure of a person with airplane-like wings is situated in Gateshead, England, and was commissioned to become an identifying landmark of the region. On the other hand, Kapoor had this humongous, bean- shaped metallic sculpture placed at that certainly builds a sense of mark and identity to that place where the traffic of pedestrians is usually heavy. 6. _ Raising awareness Have you seen large sculptural effigies (those papier-mache-made-to-be-burned protest art) during rallies in Manila? Some art can be categorized as activist art. But not all are as loud and garish. Some are subtle paintings which might use satire. In the Philippines, many socially-concerned artists have emerged in the age of modernism portraying politicians and the governments system in their most hateful actions. A more subtle type of inducing awareness can be observed in architecture such as the stained glass windows of Gothic churches and even their illuminated manuscripts. Such is also the case of our local churches with large domes at the altar part and huge stained glass windows. 7. Culture and togetherness Lastly, forms of art are often localized so that they bring identity also to certain regions. This is very evident here in the Philippines, which is geographically separated by thousands of islands—we are Chapter 1 That's Art,SoWhat? | 7kness of Philippines when very regionalized. in a way, there is a sense of redemption for the Dee the national costume of the Spaniards strategized the divide and conquer method. Do you ea ore the “whole Philippines,” Miss Universe 2019? Here, we see how reigning queen Catriona Gray w | costumes Indeed it is an symbolically uniting us through her Luzon-Visayas-Mindanao-inspired nation k about the costume? attempt to represent our unity and national identity as Filipinos. What do you thin APPLICATION: As an individual who has gone through a specific set of experiences, what kind of art would ag make? What do you want to share to others? What do you want to awaken in them? Is there something you would like to remember? Or would you like your audience to just take pleasure in the aesthetics of what you have created? Remember, there is neither right nor wrong answer for artistic interpretation (can be made or captured e.g., photo). The goal is to express something of relevance to you as a person (even to oa artistic taste) ina visual form. You do not have to present this to the class, it can be just a personal record.me. UCC Lesson 2: How Do | Study Art?: Making Art oe Objectives: + ~ Learn how art communicate’ quality of texture, the drama + _ Beable to read design principl forms and graphic designs = Explore materials and techniques Dit eis « colors, synibolic quality of shape, line movemery of lighting, and many others fos behind some effective and thought-provoking ay, through firsthand experience wheel throwing process INTRODUCTION: Have you ever watched somethin, i : 19 being made: a time+t ildit oe peng i lapse of a bi fi ee eee bake muffins, a Potter spinning his wheel and pulling up a i parece ase Leas ing satisfying in seeing these processes and how thine ME agers ofa vaso? Gar fhe Sl cel, steralstand mathids required 1 ol he eters oem em STON ° Inthe same way, we can all learn to appreciate art by taking time to careful that make up the different art forms. ly look at the “ingredients” This lesson will cover three topics: Element rinciy Q : ts and Principles, Design P: Techniques. These are meant to help you gain first-hand experience = x 'y and Materials and goes on inside an artistic pursuit. the creative process and wh: latb. Shape = Three basic kinds: geometric, biomorphi, and amorphous. Shapes can also be implied (shapes produced by the negative space). ©. Form — Three-dimensional shape. Can refer to the quality or likeness of an entire mass, let us say, the form of a woman. It employs several techniques like shading, perspective, and lighting. d Value — the lightness and darkness of a hue or a color. Often represented in a tonal value Seale, it has two parts: the tints (lighter tones) and the shades (darker tones). A tone is a general term for a certain value @. Color — also known as hue. Scientifically, itis the light that bounces off a surface. In art we Use subtractive colors, i.e., colors that are from pigments. Additive colors refer to a property flight. f, Texture - can be used in paintings like impasto, stamping, and scratching in pottery, embossing when making prints, and many others. Contemporary artists have also used the element of texture to convey a certain emotion. g. Light Without light, all the previous elements will not be possible. Light creates the illusion that color, form, and texture exist. Light can be implied, natural, or artificial (as with a digital rendition), The lighting of an artwork has a very strong effect on its overallimpact. An example of strong and theatrical lighting is called chiaroscuro, h. Space — an tea where the other elements can interact. Two types: positive and negative space. Double negative space refers to a blank space used as negative space by, let us say a field of color or pigment. Quick Facts: What is representational, abstract, and nonrepresentational art? Representational simply means it mimics what is real or what can be seen. The image i recognizable as interpreted by the artist. Abstract on the other hand is a modified interpretation something that exists, but it becomes hardly recognizable. Lastly, nonrepresentational art is pure concerned with forms, shapes colors, and the rest of the elements. It does not represent any oth subject matter outside of itself. Chapter 1 That's Art, So What? |Ta | ‘After learning about the elements, let us now study how they interact with each other in ye favorite art works or designs. a There is a certain appeal fo the eyes when something is repeated on the Ceili an undulant installation of wood. The well thought arrangement of colors in an inter ‘oclients. Principles of Design are long held composition techniques which have beer ay both fine and graphic artists to communicate ideas and concepts effectively. T| proposed principles but here are some: ing of a Testaurant, like TlOr makes it PPealing N proven and Used here is a Variety of eR Design principle which uses the element of to create depth and dimension Light also an important role in creating good contrast, Value | Plays Harmony ‘Elements are related to each other in terms of | form, color, theme, etc. Balance (Symmetrical and Asymmetrical) Aesthetic quality of a work marked by a sensible balance between two areas: Tight and left; top and bottom. Rhythm and Movement Creating a sense of direction through repetition " of elements. Movement direct the viewer's eye toward something. Unity and Variety Elements should be seen as a whole in unity; variety still gives a sense of wholeness but the | elements differ in some aspects and provide More interest to the work. Emphasis and Subordination An area or a specific subject is given focus; | hence other parts of the picture are subordinated, apes i Scale and Proportion This can be either an appropriate use of scale and proportion or it can also be an effective way of changing the scale to achieve a certain visual goal. It also shows relationship between the [ object and the space. | Depth and Perspective Shows three-dimensionality of a space through the use of perspective lines and vanishing points.Psychology in Art Why include this idea in the study ofart-making? Relating art to how the brain receives ang , symbols and images can benefit one’s decision in effective composition and visual communica away, isa method of psychology and in understanding how people perceive images, create me connect those meanings fogether. In this topic, we now integrate the “why” of art-making into th topics of elements and principles. aan Gestalt Theory - this strategy tends to “sum up” an idea into one iconic imagery. It often plays wi the negative and positive space and makes use of both. Consider the example on the left. This is an example of Gestalt. Since it seems to become a summary of the information that artist wants to present, this approach is very effective in making logos. Look up the logo of WWF Wildlife Foundation). You will notice the form of the panda right away. However, upon close exami the image was actually formed using disconnected shapes and lines. Such is a principle of Ges communicates the whole as the summation of its parts. If you are more inclined toward math, you c: understand the idea of summation here and probably relate it to aesthetics. Color Psychology — Colors have imbibed certain meanings. Whether it is a social construct or a product of association, these hues certainly appeal to our understanding of the world based on how they are used, Here are some examples: White: pure, pristine, | alc 4 Moa Oy EM ia [slevereate eres A clean, and neutral CaM u nN) stability, efficiency, ea status | Pink: childish, comfort, | "| fragrant, friendly, calm, | and innocentWhat is your favorite color? Can you find its meaning among the examples mentioned in the previous page? Compositional function of lines and shapes ~ A composition is basically how the ieee arranged in space with the intention of artistic expression. Here are some compositional devices used Py classical artists and are stil evident these days: (give sample imagery) a. _ Ahalfcircle, often used in domes for some classical paintings and even modem architecture, symbolizes femininity because of its womb-like shape. Since it has no comers, it also resonates elemity, Socialism in art has a different connotation for the circle, which states about people's equality. b. A triangle, when used in a composition suggests relationship. In Leonardo Da Vinci's "Madonna of the Rocks” the triangular arrangement of the figures, with the Madonna at the apex may suggest stability and inclination toward the central figure. “Madonna of the Rocks" by Leonardo Da VinciLesson 3: How Do | Study Art?: Reading Art Learn about art history, art criticism , and art theories (methodologies) Relate art history to significant events that transpired in the last few decade, Construct proper art criticism by asking appropriate and relevant questions in the different methodologies of looking at and reading art INTRODUCTION: The most boring topic: How did Art begin? History may be quite a sedentary topic, often associated with memorizing events and becom famiiar with chronological events. However, if we want to have sensible knowledge about att, itis =ppropiate to just look into the lens ofthe past. How can we better understand the climate of art now i ‘we do not know how it has been influenced by artists who strove to evolve th ofant? le meaning and exprescic, In the first lesson, we will have a quick run throu: this, we can better understand the present and wher from. Writing about art will also be easier if we have k will become more holistic and more fulfilling. igh of historical markers in the art Scene. Thr Te some analogies and appropriations in art cay nowledge of historical context the experience of, detail of neoclassical relief at the __ Weaved into this Kinds of works o select and National Museum old senate ‘Session hall pic lesson is the to Of Art Criticism that will help and guide You in knowing wha ID and guid i ig 22 | ART APPRECIATIONi or creed An art period isa specific length of time in history with a prominent movement, trend, or en Quick Facts: | in artistic practice. Art movements are sets of distinguishable styles and artistic tendencies often characterized em’ at tf nd. it | Jor trend in techniques or approach, Usually, they ate named with the suffix “igm’ at the end. It Suggests a certain attude toward painting or any art-making, amajc Art History Quick Map: This quick guide to Art History is intended to be brief and concise but should aise prod you inte \ further exploration of some art periods, | Prehistoric: | | Cave paintings, Venus figurines which are considered portable sculptures Greek standard of beauty: the birth of the ‘Classical’ ‘Age Romans: the competitor of Greece; created realistic Sculptures of human figure } Middle Ages ~ _ The “death” of artistic freedom due to canonical standards of visual interpretation The rise of Gothic art especially in Gothic Churches Popular art: Stained Glass windows and illuminated manuscripts Renaissance > Revival of artistic genius — Where theterm'Renaissane: e Man” was derived because of Tan’sintellectual in the arts and science achievements | The time of ‘Masters’ €.g., Donatello, Da Vinei, Michaelangelo, Raphael, and \ fan Eyck Baroque ~ Grandiose and ornate art - _ Artistic innovation: “spotlight effect” Called chiaroscuro or in extreme Usage, it is called tennebrism Artists to note: Caravaggio (Italy), Velazquez (Spain), Poussin (Franca), and Antonia Gad (designer of “Sagrada Familia” chapel in Barcelona)49th Century = Emergence of “isms” — Neoclassicism: Greek and Roman Classics revived — Romanticism, Realism, Art Nouveau, Impressionism = Photography comes into the scene Post-impressionism, early expressionism, and symbolism 20th Century Modern Art = Artbecame more non-representational — Garish colors explored in Fauvism = Abstracted sculptures emerged Simplified forms in paintings by Picasso and Matisse Art movements: Cubism, Futurism, Constructivism, Expressionism - Mondrian’s purely geometric art } Art During the Wars Dadaism: the art movement that defies logic Surrealism: stepping into the dreamworld — _ American art blossoms: Jackson Pollock became famous as “Jack the Dripper’ and paved | the way for American Abstract Expressionism Mobile Sculptures (Alexander Calder) and Color Field (Rothko) paintings also became | prominent 20th Century to Contemporary Highly experimental and radical | Pop art defines consumer culture; dominated mostly by works of Andy Warhol Minimalism: glorifying the simplest art elements Birth of conceptual art | | Photography is further developed which paved way to art movement, Photorealism \ Neo-expressionism of New expressionism is characterized by strong subject matters \ | Contemporary Art: a very diverse art scene; the rise of appropriation, photography-derived works, graphic style of art, experimental works, multimedia and multi-modal artd a response. However, oftentimes, being jetimes inaccessible to the commonplace iticized? Do you want to be judged or rst before arriving at a conclusion? art criticism. Indeed, it is i sLesson 5: Is Art for Everybody?: Art and the Society a emaemmetns: Objectives: hone the importance of art critics when it comes to educating ourselves with raste . Compose for oneself a set of standards for individual taste ai Adjust one’s mindset to the idealistic qualities of art and the practical reality of economics INTRODUCTION: Does art really have a direct impact on society? One of the crucial questions | had when | was graduating student of a Fine Arts program was the possible contribution of my thesis work: first to the art scene and then to our society. Hence, it has been one of my life questions as | finished my degree. My work was not a social realist work. Hence, how would it help to my fellow countrymen? Time and experience have taught me that we must first understand who we are and in this case, our citizenship. With that we must gain a sense of responsibility. A good artist must be a good citizen first and everything else you do must hinge ‘on what you believe is good, true, and beautiful for your country and society. However, as part of society, sometimes what hinders us from appreciating art is our poverty. Not in terms of money, but in our awareness of the things that are really of more valuable than money. Art is a powerful tool, as we have seen in the seven functions presented at the beginning of this chapter. Society as recipient of the arts and what they are trying to engage us in are also part of what circulates around in our art scene. What we consume also dictates what is circulated. Hence, we are an important player in the kind of artistic culture that we have. What we consume has an impact on what we value as a society. This signifies the importance of education, and in our case, art educationIconography — Focuses on the subject matter primarily over form. When using this method, you will answer questions like: who is this person the artist painted and what does it represent? Why did the artist choose this image and what for? Contextual Approaches - From the term itself, context becomes an important factor in criticizing artworks here. We can take many approaches to contexts like Marxism, Orientalism, Colonialism, Racial Iconography, Feminism, and Gender. As you can observe, these are mainly schools of thought and philosophical movements which place an artwork within a certain parameter. For example, Marxism is about art in relation to economics. On the other hand, Feminism is bent toward the societal context of art wherein gender becomes a strong factor in the forces behind an artistic creation. Biography and Autobiography — Considers the life and context of the artist. This approach is based on the assumption that the artist's life, beliefs, choices, and personality are directly connected to the works that he or she creates. Semiotics - From the Greek word “sema,” which means sign. Hence, an artwork or art for is assumed to be composed of a set of signs that may have significant cultural and contextua Meanings beyond itself. Psychoanalysis — Freud is probably a familiar name in the field of psychology and he is on: of the basis of this theory. In psychoanalysis, one is concerned about the unconscious min’ in relation to the artist, the viewer, and the cultural context it is involved in. Aesthetics and Psychoanalysis — Individual notion of what is considered acceptabl beautiful, or attractive in works of art are in part influenced by psychological factors. Th approach then connects psychology to one’s constructed philosophy of art.Lesson 4: Who Is an Artist? ie Objectives: * Understand and appreciate the lives of artists and craftsmen: why they create fe and for whom * Be aware of issues surrounding the lives of artists and relate it to your own Set of experiences * Develop an attitude of inclusivity when it comes to artists, especially those with physical disabilities and mental incapacities INTRODUCTION: “there is an art of the future, and it is going to be so lovely and so young that even if we give up our youth for it, we must gain serenity by it,’ Vincent Van Gogh in his letter to his brother, Theo, wry “Self Portrait” 1889, Vincent Van Gogh Why did Van Gogh dedicate so much of his life to the future achievements of art? His presence is now often seen in restaurant interiors, in the web, and even on novelty items. The price of his works has skyrocketed to millions of dollars, His renowned, and a favorite of most, “Starry Night” rings a bell to a fot of people. iArtists then have a certain kind of power. It does not lie on money or politics, but, on his or her capacity to influence. The question now is, for what purpose will that power be used? 5 On the other hand, behind Van Gogh's artistic achievement was a history of struggle over whether his art would really matter later on. He was also human. He never saw the pinnacle of his artistic career in his lifetime; but he had a vision and an artistic mission that we all benefited from. What if, there are no artists such as Van Gogh who would envision the future of art-making that we all enjoy today? As much as master artworks tell us a lot of stories, the lives of artists are also as colorful and mysterious. Studying their struggles, issues, and victories can enhance the way we view art and life in general.ANALYSIS: 5 What did the article tell you about the artist? What happened to him? How did he adapt to his disability? What can you reflect on the realty of physical limitations (or even mental, ¢.g., dyslexia, depression, schizophrenia) and the challenge that this poses to artists? ABSTRACTION: — The Artistic Process Unlike the common notions that artists are too spontaneous, laid back, and unsystematic, individual art practitioners do need to have sets of procedures and disciplines. Even the most spontaneous ones work with a process, however simple and succinct. Artists are also thinkers and even great inventors ‘and scientists. The creative process is also a problem-solving approach involving a lot of systems of knowledge. Art can cover a lot of subject malters from science, philosophy, and even practical living. It can also be applied to such areas of knowledge. As Einstein said, “After a certain high level of technical skill is achieved science and art tend to coalesce in aesthetics, plasticity, and form. The greatest scientists are artists as well.” i ¢ This diagram does not necessarily precede artistic creation, butt comprises the elements that tie- up together in the conception of a tangible art form: Chapter 1 That's Art, SoWhat?_ |Rivalry, Envy, and Artistic Preferences > The issue of rivalry and comparison is not new to the art scene. This may sound negatiy, LIC it can actually yield some positive things. Let us take for example the rivalry between Leonard, no Michelangelo. What they were arguing about actually gives us a broader understanding of the artsy, a cannot say that one artistic process is better than the other, but we can truly see that both resuite, ee 4 major contributions to the development of Visual Arts. In addition, lots of artists can become discoura, 48 cot by envy, especially if the envied person seem to be way ahead of his contemporaries. However, envy o,, have a constructive effect if taken in a different way, As a famous adage says ‘good artists copy, gr, artists steal.” Inclusivity of Artists In the previous activity, we came to realize how artists are also subject to pure: frailties. is Chuck Close’s paralysis, Van Gogh's mental health condition, and Jackson Pollock's problem w chronic drinking which caused his death, Working with art is not always working on a dream job: s up an easel ina studio overlooking a breathtaking view, itis actually the very opposite. Itis a daily wre between survival and passion. It does not always promise monetary returns, often side jobs are nee: to survive a life as an artist, especially in third world country as ours. Hence, the pressures Of life along with the demands of art-making are cause some psychological and physical stress to the artist's life. Hans Prinzhorn produced a book about the Artistry of the Mentally Ill. This is a good contribution to the vision of dignifying people with mental disabilities or incapacities. Democratization of culture, which is evident in the ‘2019 edition of the Cultural Center of the Philippines (CCP) Encyclopedia, has blurred the line between high and low art. Hence, we should also strive to change our attitude toward those who are considered the elite of the art scene because of their educational backgrounds and those who were not privileged to obtain a degree but are prolific in their own art-making, The craftsmen's craft and the non-degree holder artist deserve the same value or valuation as those given to works hanging on the pristine white walls of museums and galleries. Added Insight: Valuing of Artist's Process and Work through Money We have seen how in the latter part of Van Gogh's life, which was actually his death, the value of his works shoot up to millions of dollars. Why do we equate money with the value of art? Why the need to spend money on art? When we consume something, it means we either need it or want it. But have we wondered how we spend our money and on what? More often, we do not see the point in buying art because of our problem with taste. How is this? Let us take for example our fondness for fast food and branded but overpriced items. What we buy also defines what we value. If we do not value our health naturally we will just buy whatever we crave. But, if we value our Well-being, we bu for our physical bodies. Hence, if art reflects our nobility and highest potential, how of expenditure? ly things that are good do We value it in termsABSTRACTION: For whom should art be made? For amore holistic study of art, it is important to question and to ponder on the forces that influence the creation, circulation, and consumption of art. If you encounter a person with full body tattoo in Kalinga province of the North, how would you react? When we are trying to critique an artwork, a lot of things should be taken into consideration; and in this regard, the reason why it was made. Finding an answer to this can give more value and meaning to a work of art. We will not just easily dismiss it as boring or grotesque. In understanding the forces behind the creation and production of art, we may consider these factors: personal belief or values (be it as an institution, a community, or an individual), practical needs (it could be survival or developmental), and the audience’s level of consumption. These forces can be academic institutions, galleries, museums, ruling classes or people, media, church, and even a small group of indigenous people with sets of beliefs and traditions.