COLLEGE OF TEACHER EDUCATION AND LIBERAL ARTS

LEARNING MODULES IN GE 6 (ART APPRECIATION)

MODULE II

TOPIC OVERVIEW

Unit II. Western Art History

Lesson 7. Art in Early Civilizations
a. Prehistoric Art
b. Egyptian Art
Lesson 8. Art of Emerging Europe
a. Ancient Greece
b. Ancient Rome
c. Middle Ages
d. Renaissance Art
e. Mannerism
f. Baroque and Rococo
g. Neoclassicism
h. Romanticism
i. Impressionism
1. Post- Impressionism
2. Neo- Impressionism
Lesson 9. Caught in Between: Modern and Contemporary Art
a. Defining the Contemporary
b. Social Context: In Between Modern and Contemporary Art
c. Contemporary Art
d. Other Contemporary Art Movements
1. Neo-Pop Art
2. Photorealism
3. Conceptualism
4. Performance Art
5. Installation Art
6. Earth Art
7. Street Art
Lesson 10: Sculpture and Assemblage
a. Dimensional Arts
b. Sculpture
c. Home Grown Art
d. Managers, curators, buyers, collectors, art dealers

GE 6: ART APPRECIATION | This handout is for classroom use only

1
 UNIT II. WESTERN ART HISTORY

Lesson 8: Art of Emerging Europe

A. Learning Outcomes:
By the end of this lesson, you should be able to:
1. identify the major periods in Western art history;
2. compare and contrast the artworks produced during the different time periods
and art movements; and
3. discuss the importance of art to the development of Western culture.

B. Key Concepts
Art has been an integral part in the European history. There are different art
movements that emerged within the different time periods in Europe. Each movement
has a distinctive characteristic to them highlighting the different trends and changes as
they transition from one period to the next.
A. Ancient Greece
 The Greeks were known to excel in various fields and aspects of society.
o Their political ideals eventually became framework for the democratic form of
government in modern times.
o They also value poetry, drama, philosophy, which remain interesting fields of study
for the contemporary times.
 Man was at the center of society and how they trained their minds could be the very
foundation of how they lived their lives.
 The humanist ideals of the Greeks were reflected in their democratic form of
government.
 The Greeks were notably passionate about natural phenomenon and believed that
nature should be in perfect order.
These principles, beliefs systems, and ideologies are at the core of Greek art and
architecture.

The development of Greek art is divided into Four Periods:

1. Geometric Period – A time when Greece was starting to get back from onslaught of
what seemed
to be their Dark ages.
- It was a period when geometric shapes and patterns have taken
the spotlight in most of the artworks.
2. Archaic Period – Place more importance on human figures.
- This was primarily a result of Greece’s trading activities with other
civilizations
3. Classical period – the peak of Greek sculpture and architecture was during this
period. It was during this time when the Greeks found themselves rebuilding their
temples and focusing on creating artworks.
4. Hellenistic period – Art was primarily focused on showcasing emotions and depicting
reality.
- Hellenistic sculptures started to emphasize balance while
showcasing dynamic
poses and a number of emotions evoked by the subjects.

GE 6: ART APPRECIATION | This handout is for classroom use only

2
 Example: Sculpture- “Lacoon and His Sons”

Lacoon and His sons

The sculpture depicts Lacoon, a Tojan

priest, and his sons being strangled by
serpents. Their position was a result of
Lacoon’s instructions during the Trojan
War. He instructed to keep the gates of
Troy locked up because he felt that the
wooden horse offered by the Greeks as
a gift to Athena was a trick. Poseidon,
the Greek god of the sea was enraged
by such action which led him to send
serpents to strangle Lacoon and his
sons.

This is an example of work wherein the

Greeks emphasized the details of the
body. Most subjects of their work
included that of gods from Greek
mythodology.

https://live.staticflickr.com/6069/6039131463_a845bd6054_b.jpg
Figure 6: Lacoon and His sons
The origins of theater and drama can be tracked back during the Greek civilization. The followers
of Dionysus – the god of fertility – started the Greek Theater. People who were devoted to
Dionysus would dance during ceremonies while giving their offerings to their god. After
sometime, Dionysian’s devised a more structured form of drama involving dances and choral
songs, which depicted Greek mythologies and performed in front of large audience.

B. Ancient Rome (500BCE)

 The Romans were fond of the Greeks and their achievement in the arts.
 Some would argue that the Romans merely copied Greek art that is why they produced
art that are often looking stern, harsh, and strong.
 They invoked the principles of realism in most of their works, highlighting the features of
human beings.
 Romans are also master builders.
o One of their architectural achievements would have to be the Colosseum.
o Colosseum – An amphitheater that is planned and constructed during the reign of
Emperor Vespasian for entertainment purposes like public events and gladiator
games.

GE 6: ART APPRECIATION | This handout is for classroom use only

3
 “Poseidon and Medusa”

Just like the Greeks, Romans valued their

gods and this was evident with their
sculptures and artworks.

Ancient Greece had huge impact in

the formation of Roman culture. There
are a lot of Greek influences evident in
Roman theater and drama. Writers of
comedy like Platus and Terence have
patterned their works to those Greek
works. Since the Roman audience was
not as enthusiastic about theatrical works
unlike their Greek counterparts, most
plays had to be included in the Roman
games.

https://images.fineartamerica.com/images-medium-large-5/perseus-
with-head-of-medusa-by-cellini-kenneth-murray.jpg
Figure 7: Poseidon and Medusa

C. Middle Ages
 It was a period that is characterized by ignorance and darkness.
 Church was the central figure and authority of the period.
o Since the church was the most important figure, the most important products of the
early middle Ages would have to be copied of Christian scriptures.
 The great cathedrals were also built by this time.
These cathedrals can be categorized into Two periods:
1. Romanesque (1050-1200)
- Inspired by the old roman empire
2. Gothic (1200-1500)
- Inspired by the goths (vulgar and barbarian)

GE 6: ART APPRECIATION | This handout is for classroom use only

4
D. Renaissance Art
 Artists valued the “individual” as a subject of arts.
 The influence of humanism shifted the focus of some artworks during the Renaissance
period to empower the individual.
 Most artworks emphasized naturalism which was also an influence of humanism.
o Naturalism – there was a great emphasis on the proportionality of human body.

Example: Michelangelo “David”

Michelangelo “David”
This sculpture is an example of
how humanism was a dominant
belief system during
Renaissance. There is emphasis
on the details of the body of the
human being.

http://rlv.zcache.com/europe_italy_florence_the_actual_size_of
_sticker-rf8b68cf4dc1c443983fdcb5c1195bcb7_v9wf3_8byvr_324.jpg
Figure 8: Michelangelo, “David”

 Renaissance Artists also give importance to non – religious themes or subjects.

 Revival of Roman theatrical plays.
o These plays were performed during special occasions at the courts of Italian
princess. The plays were done in such a way that showcased grand and lavish
entertainment for the audience.
 Aside from the song and dance, they invested in elaborate stages and costumes for the
actors. Eventually, this would lead to Italy’s opera, which have greatly influenced their
tradition of popular theater.

E. Mannerism

GE 6: ART APPRECIATION | This handout is for classroom use only

5
 Mannerism was a period in art history, which was a product of the Renaissance Period.
During the Renaissance, artists would observe nature and try their best to emulate it
based on their observations. As the Renaissance ended, artists started directly copying
subjects from existing works of art. Most works during this period displayed distorted figures,
two-dimensional spaces, discordant hues and colors, and lack of defined focal point.

F. Baroque
 Portuguese term “barocco” which is translated as “irregularly shaped pearl”.
 Birthplace: Rome
 This period is a response to Protestantism.
 Expansion was the central theme of this period.
 Motion and space were taken into consideration by artists like the use of dramatic
lighting and concept of time.
 Music also flourished during this time.
 People believed that music could serve as powerful tool to communicate messages that
can evoke certain feelings among its listeners.
 Baroque music was able to clearly distinguish loud from soft and solo ensemble.
 Composers: Vivaldi, Corelli, Monteverdi, Bach, Handel.

“The Assumption of the Virgin”

A painting by the Italian Renaissance artist
Titian located at Venice Italy. The Biblical
event in the painting shows how the
Baroque Period reverted to having religious
subjects in their works.
Since Baroque composers tried to evoke
certain emotions from their audience, they
began to make more complex musical
compositions and performances. However, it
can be noted that initially, this kind of music
was limited only to powerful institutions like
the church and individuals like the patrons.
Eventually, such performances would be
made accessible to the middle class and the

https://upload.wikimedia.org/wikipedia/commons/thumb/f/fa/Accademia_-_
Assumption_of_the_Virgin_by_Palma_il_Vecchio.jpg/1200px-Accademia_
-_Assumption_of_the_Virgin_by_Palma_il_Vecchio.jpg
Figure 9: The Assumption of the Virgin

GE 6: ART APPRECIATION | This handout is for classroom use only

6
G. Neoclassicism (1789)
 Beginning of modern art.
 Emerged during French revolution.
 An art movement that time which basically aimed to revive and rekindle the influences
of Greeks and Roman into art and architecture.
 Put emphasis on human reason and keeping society in order.
 Some historians would also say that this movement was a reaction to the artworks
produced during the Baroque Period. There was a call to veer away from such
extravagance in terms of style and form of the Baroque Period

https://www.khanacademy.org/humanities/renaissance-reformation/rococo-
neoclassicism/neo-classicism/a/canova-paolina-borghese-as-venus-victorius
Figure 10: Antonio Canova, “Paolina Borghese as Venus Victrix”

H. Romanticism
 Highlighted heroic elements into their works.
 Focus on patriotic and nationalistic movements.
 Emphasis on the goodness of mankind, promotes justice, equality, and social order.

The major and central themes of

Romanticism movement include
the emphasis on the goodness of
mankind. Most works also
promoted justice, equality, and
social order. Artists also
emphasized emotions and
GE 6: ARTfeelings of man,
APPRECIATION whichis for
| This handout was a
classroom use only
deviation from the humanist 7
principles of rationalism.
 https://en.wikipedia.org/wiki/The_Raft_of_the_Medusa
Figure 11: Theodore Gericault, “The Raft of Medusa”

I. Realism
 It is a style of work focuses on the accuracy of details that depicts and somehow mirrors
reality.
 Realism as a modern movement in art veered away from traditional forms of art. In a
way, it revolutionized themes and techniques in paintings. This movement also
reexamined existing belief systems and traditions.

http://

www.visual-arts-cork.com/paintings-analysis/burial-at-ornans.htm
Figure 12: Gustave Courbet, “Burial at Ornans”

J. Impressionism
 A movement started in France, which led to a break from the tradition in European
painting.
 Impressionism is a style of painting that emerged in the mid – to late 1800s.
 The distinctive characteristic of this style is that it allows the artist to emphasize the
immediate impression he has of a particular event or scene.

Berthe Morisot, "The

Harbor at Lorient"
(1869)
Impressionist artists started
moving art outdoors which
aimed to include the
shifting light they wanted to
capture in their works. This
work |by
GE 6: ART APPRECIATION Morisot is one of
This handout is for classroom use only
the first few “open air” 8
paintings under the
 https://www.pubhist.com/w11782
Figure 13: Berthe Morisot, “The Harbor at Lorient” (1869)

1. Post – Impressionism
 Most artists that belong to this movement started off as impressionists but later
on saw the inherent limitations and flaws of impressionism.
 This eventually led to the development of individual style that gave emphasis to
defining from with the use of broken colors and short brush stroke.
2. Neo – Impressionism
 It is considered as a response to empirical realism or impressionism.
Most painters who subscribe to such movement rely on a systematic and
scientific techniques that have a predetermined visual effects not only on the art
work itself but also how the audience perceive art.
3. Pointillism
 These art techniques basically utilize discrete dots and dashes of pure color.
These elements are believed to blend with the viewer’s perspective.

Reference:
Caslib, N.G. (2018).Art Appreciation. Sampaloc, Manila: Rex Book Store, Inc

GE 6: ART APPRECIATION | This handout is for classroom use only

9
 GRADED ACTIVITY MIDTERM
GE 6: ART APPRECIATION

Name:___________________________ Score:_____________________
Course & Year:____________________

ACTIVITY 2: ART RECREATION

 Individual Activity: Select one artwork from European art history that captivates or inspires
you. This could be from any period (refer to the module), such as the Ancient Greece,
Renaissance or Baroque etc.
 Use your imagination to recreate the artwork in your own unique, fun, and creative way.
Feel free to add personal touches that make it your own while staying true to the spirit of
the original piece.
 Take a photo of yourself with your recreated artwork. Make sure the photo is clear and
represents your creative effort well.
 Print: A4 (Landscape or Portrait) – original art on the left, your own recreation on the right
 On the back of the printed photo, write the;
- name of the original artwork and artist that you recreated
- and art period it belongs to (e.g., Renaissance, Baroque, etc.)
 This activity is worth 60 points, and your creativity, effort, and accurate identification of
the artwork will be considered.
EXAMPLES OF ART RECREATION:

GE 6: ART APPRECIATION | This handout is for classroom use only

10
GE 6: ART APPRECIATION | This handout is for classroom use only
11