The Study of

the Humanities
and the Arts
Ma.Margarita B. Amorante.
 MOST ESSENTIAL
LEARNING
COMPETENCIES
At the end of the lesson, the students should be able
to:
1)define contemporary art in the Philippines
(CAR11/12CAP-Ob-3)
2)identify various contemporary art forms and their
practices from the various regions (CAR11/12ICA-Ob-
2)
 What are the Humanities?
Ø The term “humanities” comes from Latin word humanus, meaning
human, refined, and cultured.

Ø They are the branches of learning based on the philosophy and ethical
perspective of humanism, which emphasizes the value and agency of
human beings, individually and collectively, and generally prefers
individual thought and evidence over established doctrine or faith.

Ø The Humanities are those academic disciplines that study the

expressions of human being that explore and reveal what it means to
be human.
 Ø Humanities stimulates intellectual inquiry and seeks answers,
to the central questions of the meaning of human life.

Ø The Humanities interprets answers to life as they emerge from

products of human experience.

Ø Humanities seeks the clarity of wisdom gained through a

disciplined engagement- art, religion, music, dance, drama, etc.
Ø Through the Humanitites, we learn about ourselves and
we learn about others.

Ø The humanities are about human beings, their culture

and their intellectual achievements.
At present, here is a list of subjects
often covered in humanities course:

● Painting, Sculpture, Architecture,

● Photography, Literature, Music,

● Theatre, Dance, Film.

Here are a few examples of how one can
actually engage in a pursuit of the
humanities:
1. Visit a park. Visit a museum. Visit a library. Visit college campus.
Visit a craftsman’s workbench. Visit an artist’s studio.

2. Watch a film. Watch a concert. Watch a parade. Watch a dance

performance.

3. Sing a song. Dance to a beat. Play a musical instrument. Recite a

poem from memory. Create a work of art. Say what you think.
4. Attend a lecture.
Attend a symphony concert. Attend an art gallery
exhibit. Attend a festival.

5. Look at a piece of art. Study it. Step back. Look

at the piece beside it. Ask yourself: Why are these
pieces next to each other? Why is this art? Step
back again. Ask yourself: How does seeing more
change the way you see the art?
WHY STUDY THE HUMANITIES?

● Humanities make us more human- in the very best sense of

that word “human”. By studying what other men and women
have believed, created, and understood, we become better
human beings. We can learn more about ourselves, about
other people and about the world around us.
WHY STUDY THE HUMANITIES?

● We value and appreciate beautiful things.

Out of the aesthetic experiences we derive
from the arts, we may be influenced to
change our ways and behavior.
WHY STUDY THE HUMANITIES?

● Through the arts, we come to know the

changing image of mankind as s/he
journeys across time, sifts through layers
of reality, and strives to achieve the ideals
that make for the meaningfulness of life.
HOW TO STUDY THE HUMANITIES: TEXT,
CONTEXT, AND SUBTEXT

● To study the Humanities is to engage in a dialogue with the

past, one that brings us face to face with the values of our
ancestors, and ultimately, with our own. This dialogue is (or
should be) a source of personal revelation and delight; our
new encounters will be enriched according to the degree of
curiosity and patience we bring to them.
 TEXT
The text of any primary source refers to its medium (that is, what
it is made of), its form (its outward shape), and its content (the
subject it describes).
● Whether intended to be spoken or lead, literature
depends on the medium of words. The literary form
varies according to the manner in which words are
arranged. So poetry, which shares with music and dance
rhythmic organization, may be distinguished from prose,
which normally lacks regular rhythmic pattern. The main
purpose of prose is to convey information, to narrate,
and to describe; poetry, by its freedom from
conventional patterns of grammar, provides unique
opportunities for the expression of intense emotions.
● The visual arts-paintings, sculpture,
architecture, and photography-employ a
wide variety of media, such as wood, clay,
colored pigments, marble, granite, steel
and (more recently) plastic, neon, film,
and computers.
● The medium of music is sound. Like literature,
music is durational: it unfolds over the period of
time in which it occurs. Dance, the art form that
makes the human body itself a medium of
expression, resembles music in that it is
temporal and performance-oriented. Like music,
dance exploits rhythm as a formal tool, but like
paintings and sculpture, it unfolds in space as
well as time.
●In analyzing the text of a work of
literature, art, or music, we ask how
its formal elements contribute to its
meaning and affective power.
CONTEXT
 OT
N E

We use the word context to

describe the historical and
cultural background or
environment of the artwork.
To determine the context,
we ask:
1. In what time and place did the artefact originate?

2. How did it function within the society in which it was

created?

3. Was the purpose of the piece decorative, didactic,

magical, propagandistic?

4. Did serve the religious or political needs of the

community or both?
SUBTEXT
● The subtext of the literary or artistic object refers to its
secondary and implied meanings. The subtext embraces the
emotional or intellectual messages embedded in, or implied
by, a work of art.

● Identifying the implicit message of an artwork helps us to

determine the values and customs of the age in which it was
produced and to assess those values against others.
BEYOND THE
HUMANISTIC
DISCIPLINES
THE EVOLVING PARADIGMS ON THE NATURE OF
ART
What is Art?
According to the Greek, art is an imitation of reality. Art is imitative
or representational: it copies something in the real world.

For Plato, the idealist, art is an imitation of an imitation. In his

Republic, he uses the example of a bed. The painting of a bed is a
copy of a concrete bed, which is itself a copy of the ideal form of a
bed. If art is imitating an imitation of an ideal, then, art is doubly
divorced from reality and doubly inferior.
For Aristotle, the realistic, art is still an
imitation, but imitation not of the ideal world
like Plato but the real (physical) world. Art is
a mirror of reality around us and within us.
For Tolstoy, art is the contagion of feeling. This
means that the artist expresses feeling through the
artwork which in turn evokes that feeling in the
viewers (audience). Art is interpreted or judged by
the quality of feelings it expresses and “infects”
with us.
THE VALUES OF ART
1. Aesthetic Value
The concept of “aesthetic value” refers to that value
which cause an object to be a “work of art.” This is a
quality which appeals to our sense of beauty.

2. Intellectual Value
An artwork stimulates thought. It enriches our mental life
by making us realize fundamental truths about ourselves,
about other human beings, and about the world around us.
3. Suggestiveness
This is the quality associated with the emotional power of
art. Great works of art move us deeply and stir our feeling
and imagination, giving and evoking visions above and
beyond the plain of ordinary life and experience.

4. Spiritual Value
Art elevates the spirit by bringing out moral values which
make us a better person. The capacity to inspire is part of
the spiritual value of art.
5. Permanence
A great work of art endures. It can be viewed
again and again as each encounter give fresh
delight and new insights and opens new worlds of
meaning and experience. Its appeal is lasting.
6. Universality
Great art is timeless and timely. It is forever
relevant and appeals to one and all, anytime,
anywhere because it deals with elemental
feelings, fundamental truths and universal
conditions.
7. Style
This is the peculiar way in which an artist sees his subject, forms his
ideas, and express them. Great artworks are marked as much by their
memorable substance as well as by their distinctive style. Style should
suit content.

8. Form
Artistic forms of skeletal structures or conceptual frameworks
designed to support or enclose parts of the works of art. It is the
organization, arrangement, or framework of an artwork; the manner or
style constructing, arranging, and coordinating the parts of a
composition for a pleasing or effective result.
Activity
https://museumfoundationph.org/
sulyapmuseo/national-museum-of-fine-
arts/
● Select two works that can you compare and contrast.
Discuss the following questions:
1. Describe each object as carefully as possible, using all
the skills of description we have discussed. Describe the
medium, technique, period, subject, and treatment of
the subject.
2. Explain the reasons you selected these two works.
What connections did you find?
3. If you could take anyone work from the gallery or
museum home, what would it be and why?
Contemporary
Philippine Arts
MOST ESSENTIAL LEARNING
COMPETENCIES
At the end of the lesson, the students should be able to:
● 1. identify various contemporary art forms and their practices from the
various regions
● (CAR11/12IAC- 0a-1);
● 2. classify various art forms found in the Philippines (CAR11/12IAC- 0b-2);
● 3. define contemporary arts in the Philippines (CAR11/12ICAP- 0b-3);
● 4. research on various contemporary art forms (CAR11/12ICAP- 0c-e-4); and
● 5. explain Filipino artists’ roles and identify their contribution to
contemporary arts.
Learning Objectives:

At the end of the lesson, the students should be able to:

●1. identify various contemporary art forms and their
practices from the various regions; and
●2. explain Filipino artists’ roles and identify their
contribution to contemporary arts.
● Genre used to be a major consideration in determining
the “Filipino-ness” of a work of art at least in painting.
● The idea was that the depiction of scenes of everyday
life and the surroundings without idealizing them was
closest in spirit to the Filipino soul and native soil.
Filipino-ness
Amorsolo, Francisco, and Ocampo
 Amorsolo

● the pastoral or rural

paintings of
Amorsolo for a long
time were considered
to be most expressive
of the ethos of the
race and the
predominantly
agricultural
countryside.
-Francisco’s paintings inheres in his
heroic-epic feeling for history and
myth.

-the Angono painter also did genre

subjects, as in his paintings of
festivals and other town or
Poblacion happenings
Did you know?
Some critics have described Ocampo as “the
most Filipino” painter ever.

Ocampo’s unique painterly approach which

is the most original hereabouts in spite of its
surrealistic and cubistic beginnings and
underpinnings.
Amorsolo, Francisco, and Ocampo
were very Filipino in their art because
the felt strongly about what they were
doing and painted well and
memorably.
Looking Back at
Philippine Art
Learning Objectives:

At the end of the lesson, the students should be able to:

1. identify various contemporary art forms and their practices from the various
regions;
2. classify various art forms found in the Philippines;
3. define contemporary arts in the Philippines;
4. research on various contemporary art forms; and
5. explain Filipino artists’ roles and identify their contribution to contemporary
arts.
Painting and Sculpture
●Artistic paintings were introduced to the
Filipinos in the 16th century when the
Spaniards arrived in the Philippines.
●In the early 19th century, wealthier, educated
Filipinos introduced more secular Filipino art,
causing art in the Philippines to deviate from
religious motifs. The use of watercolor
paintings increased and the subject matter of
paintings began to include landscapes, Filipino
inhabitants, Philippine fashion, and
government officials.
Portrait paintings featured the painters themselves, Filipino
jewelry, and native furniture. The subject of landscape paintings
featured artists’ names painted ornately as well as day-to-day
scenes of average Filipinos partaking in their daily tasks. These
paintings were done on canvas, wood, and variety of metals
(“Art of the Philippines,” 2016).
● During World War II,
some painters focused
their artwork on the
effects of war,
including battle scenes,
destruction, and the
suffering of the Filipino
people (“Art of the
Philippines,” 2016).
Weaving
 Philippine weaving involves many threads being
measured, cut and mounted on a wooden platform.
The threads are dyed and weaved on a loom (“Art of
the Philippines,” 2016).
●Before Spanish colonization, native Filipinos
weaved using fibers from abaca, pineapple,
cotton, and bark cloth. Textiles, clothes, rugs,
and hats were weaved.
●. Basket were also weaved and used
as vessels of transport and storage, and
for hunting.
Architecture
●The basic forms of architecture in the
Philippines before the Spanish came was
governed by the building’s functional uses as
shelter and by the materials available.
The Bahay Kubo, or nipa hut, another architectural form made
of impermanent materials, has a style that has lasted through the
years. In the 1500’s the Spaniards introduced masonry in the
Philippines, yet the nipa hut’s basic form of structure, the high
roof, and rectangular plan, were retained (Santos, 2016).
Pottery
●Native Filipinos created pottery since 3500 years
ago. They used these ceramic jars to hold the
deceased (“Art of the Philippines,” 2016).
● Traditional pot-making in certain
areas of the Philippines would use
clay found near the Sibalom River.
Molding the clay required the use
of wooden paddles and the clay
had to be kept away from sunlight
(“Art of the Philippines,” 2016).
Music
● Philippine tribal music antedates the first Filipino
musicians trained in western music, most probably in
the 17th century. The 19th century produced Marcelo
Adonay, trained by the Augustinian Order, and
composer of full orchestral accompaniments to the
Grand Mass, Te Deum, Benedictus, among others.
Jose Estrella composed stage music at the turn of the
century, and wrote several operas and the first
complete symphony, aside from waltzes and musical
plays (Santos, 2016).
Great Philippine Classics is a collection of Philippine classical music
published by the National Philharmonic Society of the Philippines
through the initiative of its founder Redentor L. Romero.
Literature and Theater
●Philippine literature includes the legends of
prehistory and the colonial legacy of the
Philippines. Pre-Hispanic Philippine literature
were actually epics passed on from generation
to generation originally through oral tradition
Biag ni Lam-ang

● Biag ni Lam-ang is an epic story of

the Ilocano people from the Ilocos
region of the Philippines. It is
notable for being the first Philippine
folk epic to ...
● The first printed book was the Doctrina Cristiana (1593).
Other works written and printed at the time were mostly
religious in nature. Francisco Balagtas wrote Florante at
Laura, a metrical romance which earned him the title of
prince of Philippine poets (Santos, 2016).
● The most notable writer of the Spanish period was
also to become the country’s national hero, Jose
Rizal, whose Noli Me Tangere and El Filibusterismo
partly inspired the Philippine Revolution (Santos,
2016).
Drama
● Moriones- Refers to the helmets of participants dressed as Roman soldiers, their identities
hidden behind colorful, sometimes grotesque, wooden masks.
●Pangagaluwa- A practice formely widespread
during All Saints’ Day which literally means
for the souls, it is analogous to the English
custom of Souling.
● Salubong- A ritual performed in the
early morning of Easter Sunday a few
hours after the Easter Vigil and before
the Easter Mass, dramatizing the
meeting between the resurrected Jesus
and his mother.
●Senakulo- Essentially a Passion play, which
depicts the passion and death of Jesus Christ.
It is customarily performed during Holy Week,
and bears similarities to Mystery play popular
in medieval Europe.
●Comedia- it is about a courtly love between, a
prince and a princess of different religions, and
highlights concepts of colonial attitudes to
Christian-Muslim relations.
● Karagatan- comes from the legendary practice of
testing the mettle of young men vying for a maiden’s
hand. The mainden’s ring would be dropped into the
sea and whoever retrieves it would have the girl’s
hand in marriage. (“Philippine Literature,” 2016).
Dance

There are many different types of Pilipino dances

varying in influence and region. Types of Filipino dance
include Cordillera , muslim, Trabal , reral, and Spanish
style dances [‘’Art of thePhilipnes,’’ 2016].
● Within the cordillera dances there is banga,bendayan ,lumange
/Tachok, manmanok Ragrasakan, salisid, talip, tarektek , and
Uyaoy/ Uyauy .The banga dance illustrates the grace and strength of
women in the kalinga tribe . women perming the banga balance
heavy pots on their heids while dancing to the beat of wind chimes .
this mimics kalinga women collecting and transporting water.
Another dance , called lumagen or Tachok , is
● Looking at Art: The Itik-Itik from Surigao
 Itik-itik is a mimetic folk dance in The
Philippines. It originated in the province
of Surigao in Mindanao.
 In itik-itik-from the Tagalog word for
“duck”-the dance steps imitate the
movements of ducks among rice
paddies and swamplands, such as
wading, flying, and short, choppy steps,
as well as the way it splashes water on
its back to attract a mate.
● The Binasuan is an entertaining dance that is usually
performed at festive social occasions like weddings and
birthdays. The dance originated in Bayambang,
Pangasinan. And though it’s usually performed alone, it
can also become a competition between several dancers.
 Tinikling is a traditional
Philippine dance which originated
from Leyte during the Spanish
colonial era.
 The Tinikling movement imitate
the movement of the tikling bird
as it walks around through tall
grass and between tree branches.
 Sayaw sa Bangko (dance on top of a bench), is a dance
which originates from Pangasinan.
 It is usually performed during town fiestas.
 Performers dance on top of a narrow bench that is normally
six inches wide, inching and hopping from one end to
another.
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