Introduction

 As a student of Art Appreciation, it is very important that all

of you will understand the different functions of Arts. I
provided here a video link for you to watch and to develop a
wider understanding of the Function of Arts.
 Watch this short video clip that will provide you a wider
range of understanding of the function of Art.
 
Intended Learning Outcomes

 At the end of the course, the student should be able to:

1. Illustrate knowledge and idea on the different functions of Arts.
2. Express personal feelings on the function of Arts
3. apply in real-life situations the Personal, Social, Physical, and
Philosophical function of Arts.
 
Topic

 What do you think is the message of the Artist in his

masterpiece wanted to tell his viewers?
    All Arts have the function for man, the maker, creates
things because he has a particular need for them.
       1. Must art Communicate?
       2. What is communicated by Church? A vase? Furniture?
A. Arts Function can be classified into:
      a. Motivated ( Functional) - Architecture, Weaving, Furniture
making
      b. Non-Motivated (Non-Functional) - Painting, Sculpture,
Literature, Music,
           Dance, and Theater Arts. 
 
Let's start up talking about the different function of Arts:
    1. Personal Function
          Art is a vehicle for the artist's expression of their feelings and
ideas. Art also serves as a means of expression for us. Example
Music. The therapeutic value of music can be ignored. works for art
make us aware of other ways of thinking, feeling, and imagining
that have never occurred to us before.
     2. Social Function
One cannot conceive of a society without art, For art, it is closely
related to every aspect of life.
           Art performs a social function when:
           a. Influence social behavior - it seeks or tend to influence the
collective behavior of people. 
           b. Display of Celebration - It is created to be seen or used
primarily in public situations.

 One function of sculpture and painting is the

commemoration of important personages in society. For
example, The statue of National heroes that grace our
parks and plazas. it is a commemorative work as are
commissioned painting of leaders or rulers. Often they
serve to record important historical events or reveal the
ideas of heroism and leadership that the community would
want the young to emulate.
           c. Social Description 
  It expresses or describes social or collective aspects of
existence as opposed to individual and personal kind of
experience.
     3. Physical function
a. Tools and Containers are objects which function to make our
lives physically easy and comfortable. Functional works of art may
be classified as either tool or container.

 The function of an object is generally determined in the

basic form that it takes. The chair is so designed as to allow
the seated body to rest comfortably on it. 
 The shape and size, and different parts are harmoniously
related to one another as integrated into an object that
fulfills and tells about their particular purpose.
          b. Architecture 

  The design of the building is determined primarily by its

operation and function. What is the building is for? Who is
going to use it? How many are they?
  The architectural must take the physical, psychological,
and spiritual needs of the family into account when he
designed a house.
          c. Community

 A community is more than just a group of buildings, it is a

group of individuals and families living in a particular locality
because of common interests and needs.
  Community planning involves the efficient organization of
buildings, roads, and spaces so that they must be the
physical and aesthetic needs of the community.
  Community planning takes into consideration the
assignment of area for proper land use. These are:
                    1. Residential district - special area assigned for
residential purposes. The present trend is to get away from
overcrowded downtown districts and attendant of problems and
settle in areas where it is possible to blend the charm and rural
living with the conveniences of urban living.
                    2. Industrial and Commercial areas - These areas are
usually located near the source of raw materials. A commercial is
can be a cluster of small neighborhood stores and shopping
complexes in the suburbs or central downtown district. It is usually
situated where it can be reached easily by car or public transport.
                    3. Civic Center- A community govern itself, it,
therefore, provides a structure where the function of government
can be efficiently carried out, and which they would in appearance
be symbolic of community dignity and pride.
                    4. Parks, Plazas, Malls - The need for a balance
between man-made structure and natural areas are answered in
the design of Plazas and Malls. These may provide some relief
from problems such as air and water pollution, inadequate facilities
for recreation, and lack of parking space.
                    5. Streets and Roads - Transportation must function
with reasonable ease and rapidly from one area to another. The
street is large and small according to their function.
                    6. Function and Beauty - Many things remain the same
in shape throughout the years because their functional
requirements do not allow for a greater variation in their form. Time
has proved that their designs best enable them to accomplish their
purpose.

Summary

 The function of arts applies not only to the artist that

created a piece of artwork. But to you as a viewer. Your
 whole experience and understanding of a piece should
contribute to the function you assign it. as well as
everything you know about the context. Function means
practical usefulness, our individual needs for personal
expression, our social needs for display communication and
celebration, our physical needs for utilitarian object and
structure.  

The elements and principles of art and design are the foundation of the
language we use to talk about art.
The elements of art are the visual tools that the artist uses to create a
composition. These are line, shape, color, value, form, texture, and space.

 Visual elements,
Line – the foundation of drawing; used to portray shape, pattern,
form, structure, growth, depth, distance, rhythm, movement, and a
range of emotions.
 Shape – may be natural or man-made, regular or irregular, 2-
dimensional or 3-dimensional, representational or abstract,
geometric or organic, transparent or opaque, positive or
negative, decorative or symbolic, colored, patterned or textured. 
Tone - the lightness or darkness of a color; used to create a
contrast of light and darkness or create a pattern within a
composition.
 Color – has the strongest impact on our emotions; used to create
mood in our artwork.
 Pattern - made by repeating or echoing the elements of an artwork
to show a sense of balance, harmony, contrast, rhythm, or
movement. Natural patterns are observed in nature.

The elements and principles of art and design are the foundation of
the language we use to talk about art. The elements of art are the
visual tools that the artist uses to create a composition. These
are line, shape, color, value, form, texture, and space.

The principles of art represent how the artist uses the elements of

art to create an effect and to help convey the artist's intent. 

The principles of art and design are balance, contrast, emphasis,

movement, pattern, rhythm, and unity/variety.

The use of these principles can help determine whether a painting

is successful, and whether or not the painting is finished.

The artist decides what principles of art he or she wants to use in a

painting. While an artist might not use all the principles of design in
one piece, the principles are intertwined and the use of one will
often depend on another. For example, when creating emphasis,
the artist might also be using contrast or vice versa. It is generally
agreed that a successful painting is unified, while also
having some variety created by areas
of contrast and emphasis; is visually balanced; and moves the
viewer's eye around the composition. Thus it is that one principle of
art can influence the effect and impact of another. 

The 7 principles of art

Balance refers to the visual weight of the elements of

the composition. It is a sense that the painting feels stable and
"feels right." Imbalance causes a feeling of discomfort in the viewer.
Balance can be achieved in 3 different ways: 

1. Symmetry, in which both sides of a composition have the

same elements in the same position, as in a mirror-image, or
the two sides of a face.
2. Asymmetry, in which the composition is balanced due to the
contrast of any of the elements of art. For example, a large
circle on one side of a composition might be balanced by a
small square on the other side
3. Radial symmetry, in which elements are equally spaced
around a central point, as in the spokes coming out of the hub
of a bicycle tire.

See the article, Balance, for some visual examples of how the

elements of art can be used to achieve balance.

Contrast is the difference between elements of art in a

composition, such that each element is made stronger in relation to
the other. When placed next to each other, contrasting elements
command the viewer's attention. Areas of contrast are among the
first places that a viewer's eye is drawn. Contrast can be achieved
by juxtapositions of any of the elements of art. Negative/Positive
space is an example of contrast. Complementary colors placed side
by side is an example of contrast.

- Notan is an example of contrast. 

Emphasis is when the artist creates an area of the composition

that is visually dominant and commands the viewer's attention. This
is often achieved by contrast.

Movement is the result of using the elements of art such that

they move the viewer's eye around and within the image.
-A sense of movement can be created by diagonal or curvy lines,
either real or implied, by edges, by the illusion of space, by
repetition, by energetic mark-making. 

Pattern is the uniform repetition of any of the elements of art or any

combination thereof. Anything can be turned into a pattern through
repetition. Some classic patterns are spirals, grids, weaves. For
examples of different pattern types see the Artlandia Glossary of
Pattern Design. A popular drawing practice is Zentangles, in which
an abstract or representational outline is divided into different
areas, each of which contains a unique pattern.

Rhythm is created by movement implied through the repetition

of elements of art in a non-uniform but organized way. It is related
to rhythm in music. Unlike pattern, which demands consistency,
rhythm relies on variety.

Unity/Variety You want your painting to feel unified such that all

the elements fit together comfortably. Too much unity creates
monotony, too much variety creates chaos.You need both. Ideally,
you want areas of interest in your composition along with places for
your eye to rest. 

Medium in Art
In art, "medium" refers to the substance the artist uses to create a piece
of artwork. For example, the medium Michelangelo used to create
"David"(1501-1504) was marble, Alexander Calder's stabiles employ
painted steel plates, and Marcel Duchamp's infamous "Fountain" (1917)
was made with a porcelain medium.

Techniques in Reading the images

Plane Analysis
- The plane of analysis that covers visual elements, choice of medium
and technique, format of the work, notations, marks in the artwork
- Semiotic (symbol and sign) Plane covers the elements and general,
technical and physical aspects of the work.
- Iconic Plane of Image itself includes the choice of the subject which
may bear social and political implications
- Contextual Plane-the viewers draw out the dialogue relationship
between the art and society resituating the work in its context

Kinds of Painting
Neoclassical painting
 Neoclassicism refers to movements in the arts that draw inspiration
from the “classical” art and culture of ancient Greece and Rome.
 It is characterized by the use of straight lines, a smooth paint
surface, the depiction of light, minimal use of color, and the clear,
crisp definition of forms.
 The works of Jacques-Louis David are usually hailed as the epitome
of Neoclassical painting.
 The height of Neoclassicism coincided with the 18th century
Enlightenment era and continued into the early 19th century.
 The dominant styles during the 18th century were Baroque and
Rococo.
 The latter, with its emphasis on asymmetry, bright colors, and
ornamentation is typically considered to be the direct opposite of
the Neoclassical style, which is based on order, symmetry, and
simplicity.
  With the increasing popularity of the Grand Tour, it became
fashionable to collect antiquities as souvenirs.
 This tradition of collecting laid the foundations for many great art
collections and spread the classical revival throughout Europe and
America.
 The neoclassical painting gained new momentum with the great
success of David’s Oath of the Horatii at the Paris Salon of 1785.

Jacques-Louis David. The Oath of the Horatii (1784): Oil on canvas. Musée
du Louvre, Paris.
 The painting had been commissioned by the royal government and
was created in a style that was the perfect combination of idealized
structure and dramatic effect. The painting created an uproar, and
David was proclaimed to have perfectly defined the Neoclassical
taste in his painting style. He thereby became the quintessential
painter of the movement. In The Oath of the Horatii, the
perspective is perpendicular to the picture plane. It is defined by a
 dark arcade behind several classical heroic figures. There is an
element of theatre, or staging, that evokes the grandeur of opera.
David soon became the leading French painter and enjoyed a great
deal of government patronage. Over the course of his long career,
he attracted over 300 students to his studio.
 Jean-Auguste-Dominique Ingres, a Neoclassical painter of history
and portraiture, was one of David’s students. Deeply devoted to
classical techniques, Ingres is known to have believed himself to be
a conservator of the style of the ancient masters, although he later
painted subjects in the Romantic style. Examples of his Neoclassical
work include the paintings Virgil Reading to Augustus (1812), and
Oedipus and the Sphinx (1864). Both David and Ingres made use of
the highly organized imagery, straight lines, and clearly defined
forms that were typical of Neoclassical painting during the 18th
century.

Virgil Reading to Augustus by Jean-Auguste-Dominique Ingres (1812): Oil

on canvas. The Walters Art Museum.
  While tradition and the rules governing the Académie Française
barred women from studying from the nude model (a necessity for
executing an effective Neoclassical painting), David believed that
women were capable of producing successful art of the style and
welcomed many as his students. Among the most successful were
Marie-Guillemine Benoist, who eventually won commissions from
the Bonaparte family, and Angélique Mongez, who won patrons
from as far away as Russia.

Self-Portrait by Marie-Guillemine Benoist (1788)

Theseus and Pirithoüs Clearing the Earth of Brigands, Deliver Two
Women from the Hands of Their Abductors by Angélique Mongez (1806):
Oil on canvas. Hermitage Museum, St. Petersburg, Russia

 Mongez is the best known for being one of the few women to paint
monumental subjects that often included the male nude, a feat for
which hostile critics often atteacked her.
 Mongez and Antoine-Jean Gros, another of David’s students, tried
to carry on the Neoclassical tradition after David’s death in 1825 but
were unsuccessful in face of the growing popularity of Romanticism.

Romanticism and Impressionism

 Romantic (ism) art focused on emotions, feelings, and moods of all
kinds including spirituality, imagination, mystery, and fervor.
 The subject matter varied widely including landscapes, religion,
revolution, and peaceful beauty.
 The brushwork for romantic art became looser and less precise.
 French romantic painting was sometimes called "theatrical
romanticism".
 Unlike the romanticism in Germany, it was based less on expressing
philosophical ideas than upon achieving extravagant effects, with
the dramatic use of color and movement.
 Figures were twisted or stretched out, canvases were crowded with
figures, and lines were sometimes imprecise.
  The locations used were often exotic, usually in Egypt or the Turkish
Empire.
 The word romantic (ism) has a complex and interesting history.
 In the Middle Ages 'romance' denoted the new vernacular
languages derived from Latin - in contradistinction to Latin itself,
which was the language of learning.
 Enromancier, romancar, romanz meant to compose or translate
books in the vernacular.
 -The first major painter of French romanticism was Theodore
Gericault (1791–1824).
 -He had first made his reputation painting the Chasseurs of
Napoleon's Imperial Guard.
His most famous work, however, was the Raft of the Medusa. (1818–
1819), based on a real incident, showing the survivors of a shipwreck on a
raft, waving desperately to be noticed by a faraway ship. the work was
painted with extreme realism, after numerous studies, and captured in
the most dramatic fashion the mixture of desperation and hopelessness
of the passengers
The Raft of the Medusa (Links to an external site.) by Théodore Géricault
(Links to an external site.) (1818–1819) {The Louvre)
The French painter most frequently associated with romanticism is
Eugene Delacroix (1798–1836). Delacroix had tried seven times to enter
the Academy of Fine Arts without success; he finally entered with the
political support of Napoleon's foreign affairs minister, Talleyrand,
Delacroix's favorite authors were Shakespeare and Lord Byron and he
sought to vividly portray the summits of tragedy. Delacroix introduced a
dramatic contrast of action, violence, and nudity in an exotic setting, in
his Death at Sardanapale (1827}, a theme inspired by Byron.

The Death of Sardanapalus (Links to an external site.) by Eugène

Delacroix (Links to an external site.)
(1827), Philadelphia Museum of Art

Characteristics of Romanticism
 Interest in the common man and childhood.
 Strong senses, emotions, and feelings.
  Awe of nature.
 Celebration of the individual.
 Importance of imagination.
Impressionism. ... Impressionist art is a style in which the artist captures
the image of an object as someone would see it if they just caught a
glimpse of it.
-They paint the pictures with a lot of colors and most of their pictures are
-outdoor scenes.
Their pictures are very bright and vibrant.
The thing is, impressionist artists were not trying to paint a reflection of
real life, but an ‘impression’ of what the person, light, atmosphere,
object, or landscape looked like to them.
And that’s why they were called impressionists! They tried to capture the
movement and life of what they saw and show it to us as if it were
happening before our eyes.
 Before impressionism, landscapes in art were often imaginary,
perfect landscapes painted in the studio. The impressionists
changed all that. They painted outdoors.
 As they were outside, they looked at how light and color changed
the scenes. They often painted thickly and used quick (and quite
messy) brush strokes. In most of the paintings before
impressionism, you can't really see the brushstrokes at all.
Camille Pissarro
The Pork Butcher 1883
 One of the artist's most brilliant and famous works, commonly
associated with his increasing madness, and that actually was the
result of van Gogh's interest in astronomical investigations. In fact,
in this painting, we can observe either real or fantastic elements.
On the first hand, a study made by the Griffith Park Observatory
demonstrated that Vincent represented the Moon, Venus, and
several stars in the exact position they occupied that clear night. On
the other hand, the showy spiral that occupies a great part of the
work is clearly a fantastic element.

VINCENT VAN GOGH: “Starry night”, 1889 - oil on canvas, 73,7 - 92,1 cm.
- New York, Museum of Modern Art (MOMA)
 The artists emphasized that sense and emotions - not simply reason
and order
- were equally important means of understanding and
experiencing the world.
 Romanticism celebrated the individual imagination and intuition in
the enduring search for individual rights and liberty.