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TAGUIG CITY UNIVERSITY
Gen. Santos Ave., Central Bicutan Taguig City 1633
Visual analysis is the essential unit of art historical writing. Sources as diverse as art
magazines, scholarly books, and undergraduate research papers rely on brief and thorough visual
analyses. You may face a visual analysis as an assignment itself; or you may write one as part of a
lengthier research paper. The aim of a visual analysis is to identify and recognize the visual choices
the artist made in creating the artwork. By observing and writing about single parts of the art object,
you will come to a clearer understanding of the art piece as a whole. A visual analysis addresses an
artwork’s formal elements—visual attributes for example line, color, size, and texture. A visual
analysis may also contain historical context or interpretations of significance. Be sure to read the
assignment thoroughly to determine which elements of visual analysis your instructor assumes you
to include. Some instructors will examine for a formal analysis alone; others will be expecting you to
frame your formal explanation in terms of historical information. You might be questioned to offer
one or more understandings of the possible meanings of the work. If necessary, ask your instructor
to make clear expectations for the assignment.
General Education: Reading Visual Arts
1
“Mural”- Pullock, J. 1943

❖ Visual Arts
• Concept of Visual Arts
❖ Physical characteristics of Work - Elements of Arts
❖ Principles of Design I (Balance, Unity, Contrast, Emphasis & Repetition)
❖ Principles of Design II (Pattern, Rhythm, Movement, Proportion, Variety & Harmony)
❖ Components of Arts – Subject, Form and Content
❖ Art Periods - Pre-historic and Egyptian Arts
❖ Greek and Roman Arts
❖ Byzantine, Romanesque and Gothic Arts
At the end of the lesson, students are expected to:
1. unlock the concept of Visual Arts,
2. differentiate examples of visual arts through pictures,
3. appreciate the importance of visual arts in daily living.
DIRECTION:
MULTIPLE CHOICES: Read each statement carefully and encircle the correct answer.
1. a form of visual art in which one uses various drawing instruments to mark paper or
another two-dimensional medium.
a. Drawing b. Sculpture c. Ceramics d. Painting
2. The branch of the visual arts that operates in three dimensions.
a. Sculpture b. Printmaking c. Drawing d. Photography
3. The practice of applying paint, pigment, color or other medium to a solid surface
a. Painting b. Ceramics c. Sculpture d. Printmaking
OVERVIEW
LESSON 1
OBJECTIVES
PRE-TEST
2

4. The process of creating artworks by printing, normally on paper.
a. Painting b. Printmaking c. Drawing d. Ceramics
5. The art made from ceramic materials, including clay.
a. Filmmaking b. Design c. Ceramics d. Architecture
6. The application and practice of creating durable images by recording light, either
electronically by means of an image sensor.
a. Painting b. Printmaking c. Filmmaking d. Drawing
7. The process and the product of planning, designing, and constructing buildings or other
structures.
a. Architecture b. Painting c. Printmaking d. Ceramics
8. A plan or specification for the construction of an object or system or for the
implementation of an activity or process,
a. Design b. Printmaking c. Ceramics d. Painting
9. The artistic process defined as conceiving and developing new artistic ideas and work.
a. Respond b. Create c. Connect d. Present
10. The artistic process includes interpreting and sharing artistic work.
a. Present b. Connect c. Respond d. Create
• Watch the music video “Somebody that I used to know”.
(https://www.youtube.com/watch?v=8UVNT4wvIGY )
Visual Art
Comprised of various forms such as painting,
design, sculpture, filmmaking, crafts, architecture,
drawing, video, printmaking, ceramics, and photography.
Some artistic fields include facets of visual arts as well as
other forms of arts, (E.g., Performing Arts, Conceptual
Art, and Textile Arts). Applied Arts is also comprised
inside the visual arts, namely industrial design, graphic
design, fashion design, interior design, and decorative
art. There are many more areas that fall entirely or
partially within the visual arts, varying from design fields
such as architecture and the built environment, fiber, and
clothing to the folk arts and from crafts to video animation.
ACTIVITY
TOPIC
DISCUSSION
3
Vincent Van Gogh’s Starry Night

➢ ART FORMS
1. Drawing - an art of creating an image, illustration or graphic using any of a wide variety of
tools and techniques accessible online and offline.
2. Painting - the method of using pigment suspended in a carrier (or medium)
and a binding agent (a glue) to a surface (support) such as paper, canvas, or a wall.
3. Printmaking – A form of art that uses an image on a matrix that is then imprinted to a
two-dimensional (flat) surface using ink (or another form of pigmentation).
4. Photography - The process of producing images by means of the action of light. The light
patterns reflected or emitted from objects are recorded onto a subtle medium or storage chip with
the use of a timed exposure.
5. Architecture - The process and the product of planning, designing, and constructing buildings or
any other structures.
6. Filmmaking - The course of producing a motion-picture, from an original conception and
research. Film making follows certain procedures such as scriptwriting, shooting and recording,
animation or other special effects, editing, sound, and music work and finally showing to the
audience.
7. Sculpture - A three-dimensional artwork formed by shaping or combining hard or plastic
material, sound, or text and or light, commonly stone (either rock or marble), clay, metal, glass, or
wood.
➢ The Artistic Processes for Visual Art
A. CREATE
The word creating in the field of visual arts and design is defined as conceiving and
developing new artistic ideas and work. Students are required to participate in the creative
process of generating and conceptualizing artistic idea. As well as in organizing, developing,
and refining those ideas to be able to produce an original artwork that communicates meaning.
B. PRESENT
In the process of presenting the visual art, students will be able to advance and improve
artwork and artistic techniques. Also, it includes improvement in interpreting and sharing artistic
work, as well as selecting, analysis and interpreting, artistic works for presentation, and impart
meaning through the presentation of artwork or objects.
C. RESPOND
Responding in the visual arts is defined as the understanding and evaluating how the
arts convey meaning. When students are enthusiastically engaged in responding they can
explore big aesthetic questions such as: What is art? What makes it an art? What makes
good art good? What makes valuable art valuable? Explanations of and reactions to
works of visual arts have numerous influences including but not limited to, cultural
perspectives and contexts, personal aesthetics, preferences, and beliefs, and social
powers.
D. CONNECT
The term connecting in visual arts is known as linking artistic ideas and work with personal
meaning and external context. The process of connecting in visual arts asks students to
relate artistic ideas and works with few contexts such as societal, cultural, and historical to
expand their understanding of art and to synthesize and relate knowledge and personal
experiences in be able to create art.
4

DIRECTIONS: “Your Work, My Words.”
Using the video submitted on October 28, 2020, RESPOND and CONNECT to the Artworks
of your classmates. You have to video yourself using the video made by your classmates.
But this time you will be the one to RESPOND and CONNECT their artwork. (The video of
work will be submitted on the 2nd meeting of the synchronous meeting.)
1. identify the different elements of arts through examples,
2. appreciate the value of each elements in creating visual arts,
3. make an artwork applying the different elements of arts.
DIRECTION: IDENTIFICATION: Identify what kind of element is shown by the
different pictures below.
________1. ________4.
________2.
________3. ________5.
• Watch video “[MV] SB19 - Hanggang Sa Huli” in youtube.
( https://www.youtube.com/watch?v=S82NKEOVj50 )
ASSESSMENT
LESSON 2
OBJECTIVES
PRE-TEST
5
ACTIVITY

➢ ELEMENTS OF ARTS
ELEMENTS OF ARTS
Elements of art are just like atoms which both serve as "building blocks" for creating new
things from the raw materials. Atoms create new things or molecules in the process of chemical
bonding, like when Sodium (Na) and Chlorine (Cl) form table salt (NaCl). If Sodium and Chlorine
were brought to the next level of bonding and bring Oxygen along as a co-worker, together they
might form something more complex, like a molecule of Sodium hypochlorite (NaClO).
➢ Why Are the Elements of Art Important?
The elements of art are vital for numerous reasons. First, and most importantly, an artist can't
make an art without employing at least a few of them. No elements, no art—end of story. And we
wouldn't even be talking about any of this, would we?
Secondly, being able to know what the elements of art enables us to:
a. DESCRIBE what an artist has done.
b. ANALYZE what is going on in a certain piece.
c. COMMUNICATE our thoughts and findings using a common language.
➢ 7 ELEMENTS OF ART
A similar activity occurs when the elements of art are merged. Instead of elements such as
Sodium, Chlorine, and Oxygen, in art you have these building blocks: Line, Shape, Form, Space,
Texture, Value, and Color.
TOPIC
DISCUSSION
6

A. LINE - is one of the seven elements of art. It is considered by most to be the most common
element of art.
Uses of Line
In the creation of art, line is defined as a moving dot and it has infinite number of usages.
It can manipulate a viewer's eye and can describe edges,
indicate form, movement, value, and a light source in a
drawing.
Typically, line is used to show the end of an object, this
type of line is called a contour line, also known as outlines.
Also, line can also build the illusion of form in a drawing.
The thickness or thinness of a line is called line quality,
by altering the line quality, an artist can reveal form in a
drawing with simply using a line.
Line can also display shadow and form using cross
contour lines. Cross contour lines trace the contours of the
object, just like you are moving your finger across the form
of an object.
Types of Lines
1. Vertical lines - lines that move up and down without any slant.
2. Horizontal lines - lines parallel to the horizon.
3. Diagonal lines - lines that slant.
4. Zigzag lines - lines made from a combination of diagonal lines.
5. Curved lines - Lines that alter direction gradually.
LINE VARIATION - increasing interest to your lines is significant in producing successful artwork.
Length - lines can be long or short.
Width - lines can be wide or skinny
Texture - lines can be rough or smooth
Direction - lines can move in any direction
Degree of curve - lines can curve gradually or not at all
Line quality or line weight - refers to the thickness or thinness of a line. By varying the line quality
artists can make objects appear more 3-Deminsional and more interesting
Hatching and crosshatching - using lines to create value
Hatching - lines going in the same direction
Crosshatching - lines that cross
7

B. SHAPE
Shapes are one of the seven elements of art that act as building blocks that artists use to
create images on canvas and in our minds. According to the study of art, a shape is a confined
space, a bounded two-dimensional form that has both length and width.
What Makes It a Shape?
Everywhere shapes are present, and all objects have shape. When painting or drawing, you
construct a shape in two dimensions that has both length and width. You will be able to
enhance a shape by adding value to give it highlights and shadows, making it look more
three-dimensional.
What Creates a Shape?
Basically, when a line is enclosed, shape is being constructed. A line forms a side, and
shape is formed by the enclosed sides. Line and shape are two components of art that are
commonly used together. Three lines are used to create a triangle while four lines can
make a square, five lines can make a pentagon, and the list goes on.
Geometric Shapes
These shapes are mathematically defined and have common names. Artists frequently use
tools such as protractors and compasses to form them, and to make them mathematically
accurate that result to its edges and boundaries to be well defined. Shapes in this class
include circles, squares, rectangles, triangles, polygons, and so forth.
Organic Shapes
Biomorphic or organic shapes are the opposite of geometric shapes for its well-defined
edges and boundaries. This type of shape Is known for having freeform. Draw a curving,
semi-circular line and connect it where you began and you have an amoeba-like organic
shape.
Positive and Negative Space
Positive and negative spaces are formed by having shape and space work together. Space
is also one of the seven elements, and in some abstract art, it defines shapes.
Seeing Shape Within Objects
Artists often break their subjects down into geometric shapes as their first step in creating
art. This is intended to give them a groundwork on which to put a greater emphasis and in
correct proportion.
Cubism and Shapes
As an acute observer, you can turn down any object to its basic shape. Every shape is
made up of a series of base shapes. Exploring the work of the Cubist painters is a great
way to see how artists play with this elementary concept in art.
8

C. FORM
Form is a strict analysis of an artwork that defines how the elements and principles work
together. It is one of the seven elements of art that implies a three-dimensional object in space.
Elements and principles’ connection are based on artist’s meaning, feelings or thoughts that they
may suggest to the viewer. Lastly, it is also used to define the physical nature of the artwork, as a
metal sculpture, an oil painting, etc.
1. Geometric forms
Geometric forms are precise, mathematical, and can be named. Literally, the common
three-dimensional geometric forms such as cube, pyramid, sphere, cone, and cylinder. A circle
becomes a sphere in three dimensions, a square becomes a cube, a triangle becomes a pyramid
or cone.
2. Organic forms
Unlike geometric forms, organic forms are those that are free-flowing, curvy, sinewy, and
are not symmetrical or easily measurable or named. They are mostly encountered in nature, as in
the shapes of flowers, branches, leaves, puddles, clouds, animals, the human figure, etc.,
3. Form in Sculpture
Since form is a three-dimensional art it is most closely tied to sculpture. Traditionally,
sculpture is comprised almost primarily of form, with subordinating color and texture. Three-
dimensional forms can be easily seen from more than one side.
4. Form in Drawing and Painting
Illusion is being conveyed through the use of lighting, shadows, and the rendering of value
and tone to the three-dimensional form in drawing and painting. Drawn and painted art begin to
have form and become defined because of the outer contour, but light, value, and shadow help to
give an object form and context in space so that we can fully identify it.
D. SPACE
It refers to the distances or areas around, between and within the components of an art.
Space is one of the standard seven elements of art. Also, it can be positive or negative, open or
closed, shallow or deep, and two-dimensional or three-dimensional. Sometimes space isn't clearly
presented within a piece, but the illusion of it is.
8
9

A. NEGATIVE AND POSITIVE SPACE
Art historians use the term positive space to refer to the subject of the piece itself—the
flower vase in a painting or the structure of a sculpture. Negative space refers to the empty spaces
the artist has created around, between, and within the subjects.
B. SPACE AND PERSPECTIVE
Judicious use of space is a vital component in creating perspective in arts. In a linear
perspective drawing, artists create the illusion of space to imply that the scene is three-
dimensional. They do this by certifying that some lines stretch to the vanishing point.
C. THE PHYSICAL SPACE OF AN INSTALLATION
As part of the overall visual appearance or impact, space should be generously considered
by the artists no matter what the medium they will use.
D. LOOK FOR SPACE
Space is powerful and it is everywhere. It is also quite fascinating to study, so as you view
each new piece of art, think about what the artist was trying to say with the use of space.
E. TEXTURE
Fundamentally, texture is the tactile
quality of an object's surface that can induce
feelings of pleasure, discomfort, or familiarity
by means of our sense of touch. Texture is
an essential element used in many artworks
by artists to provoke emotional responses
from people who view their work.
a. Texture in Three-Dimensional Art
Texture is very vital in creating three-
dimensional artwork and it’s not possible to
find a piece of sculpture or pottery that does not contain it. Marble, metal, clay, bronze, or wood
are just some of the materials that give a piece of art texture and this sets the foundation for the
work feels if it were touched.
b. Texture in Two-Dimensional Art
Texture is also a thing when it comes to two dimensional arts, artists working on it can either have
a real or implied texture. Photographers, for instance, usually work with the reality of texture when
creating art. Yet, they can augment or restrain that through the manipulation of light and angle.
10

F. VALUE
One of the elements of art that pertains
to the visible lightness or darkness of a color.
Value can be measured using various units
designating electromagnetic radiation
tantamount to the context of luminosity.
Indeed, the science of optics is a captivating
branch of physics, although one to which
visual artists naturally devote little to no
thought.
a. SUBJECTIVE VALUE OF ART
Value can be a technical term connected to color and it can be a more subjective term
associated to either the importance of a work or its monetary worth. Value can also refer to the
sentimental, cultural, ritualistic, or aesthetic importance of work.
b. THE MONETARY VALUE OF ART
Value may furthermore denote to the monetary worth attached to any given work of art. In
this context, value is appropriate to resale prices or insurance premiums. Also, fiscal value is
mostly objective, allocated by approved by art history specialists who eat, breathe and sleep fine
art market values.
G. COLOR
In the field of arts and design, color has a slew of
qualities. For instance, as harmony — when two or
more colors are mixed and produce a substantial
effective response, also temperature — blue is
considered warm or cool depending on whether it
leans towards purple or green and a red whether it
leans towards yellow or blue. But the listed qualities
are primarily subjective.
EARLY HISTORY
Aristotle, a Greek philosopher is the proponent of the earliest documented theory of color (384–
322 BCE). He suggested that all colors came from white and black. Aristotle also believed that
four primary colors signify elements of the world: red (fire), blue (air), green (water), and gray
(earth).
SCIENCE OF COLOR
Munson who won a scholarship to Rome when he attended the Julien Academy in
Paris and became a teacher of drawing and painting at Massachusetts School of Art
between 1881 to 1918. In the same year, Munson held exhibits in Boston, New York,
Pittsburgh, and Chicago. As early as 1879, Munson was having conversations in Venice
with the design theorist Denman Waldo Ross about the formulation of a "systematic color
scheme for painters, so as to regulate mentally on some sequence before laying the
palette."
Munson's operationalized attributes are:
✓ HUE: the color itself, the distinctive quality by which one can distinguish one color
from another, e.g., red, blue, green, blue.
✓ VALUE: the brightness of the hue, the quality by which one distinguishes a light
color from a dark one, in the range from white to black.
✓ CHROMA OR INTENSITY: the quality that distinguishes a strong color from a weak
one, the departure of a color sensation from that of white or gray, the intensity of a
color hue.
11

DIRECTIONS: “MY ELEMENTS”
1. Choose at least 2 elements of arts and make an artwork.
2. Draw any subject of your choice using any medium like crayons, water color, oil pastel etc.
3. Picture your artwork and send it to our google drive.
(The soft copy of work will be submitted on the 3rd meeting of the synchronous meeting.)
1. analyze the effects of the principles of design like Balance, Unity, Contrast,
Emphasis & Repetition in producing and analyzing art pieces,
2. appreciate the significance of principles of design Like Balance, Unity,
Contrast, Emphasis & Repetition in expressing one’s feeling in an art piece,
3. produce examples of artworks that uses the following principles of design;
Balance, Unity, Contrast, Emphasis & Repetition,
DIRECTION: MULTIPLE CHOICES: Read each statement carefully and encircle the
correct answer.
1. The harmony produced by all the elements in a design piece.
a. Unity b. Emphasis c. Contrast d. Repetition
2. The level of difference between design elements in order to create visual hierarchies.
a. Balance b. Contrast c. Repetition d. Emphasis
3. Any element placed on a page carries a visual weight.
a. Unity b. Balance c. Contrast d. Emphasis
4. The strategy to get the viewer’s attention to a specific design element.
a. Repetition b. Balance c. Emphasis d. Unity
5. Using repeated elements on a layout can be pleasing to the viewer.
a. Balance b. Repetition c. Unity d. Contrast
• Watch and answer the video clip of Non Verbal #Reasoning #Puzzles | Visual
#IQ Brain Test
( https://www.youtube.com/watch?v=fmpSEuw1Mio )
ASSESSMENT
LESSON 3
OBJECTIVES
PRE-TEST
11
ACTIVITY

PRINCIPLES OF DESIGN
The principles of design are set of guidelines that the artist can use as a basis when making
a structure to create visually attractive work. The drive of these guidelines is to distribute message
in the most planned and practical way.
11 Principles of Design
• Balance
• Unity
• Contrast
• Emphasis
• Repetition
• Pattern
• Rhythm
• Movement
• Proportion
• Variety
• Harmony
A. BALANCE
Any element positioned on a page carries a visual weight. It ranges from form to size, color,
and texture. In order to make the art feel steady or have balance, the elements need to have a
specific scale.
B. UNITY
The harmonious relationship between all the elements in an art or artwork. For example,
using similar colors that match and assimilate elements organically makes it appear as if they
organized and are not just put on a page.
TOPIC
DISCUSSION
12

C. CONTRAST
The level of difference between design elements to create visual hierarchies. The
difference makes specific elements stand out more than others. By using colors, textures, sizes,
and shapes you’ll be able to apply contrast.
D. EMPHASIS
An approach to get the viewer’s attention to a specific design element. This can be in any
form: a button, a website, or an image. Creating something that will gain majority of the audiences’
attention is the purpose of using emphasis, you’ll be attain this element by using various elements
to highlight a specific part of your design such as lines, color, positive/negative relationships, and
many more. Most importantly is that you can create contrast, either with elements or color, you’ll
be creating emphasis.
• LINES form direction on a page by pointing to specific elements that help the viewer’s eyes
know where to go.
• SHAPES can also draw attention. Using a group of alike shapes and breaking the group
with a different shape will create tension and draw the eyes.
• COLOR can create an emphasis in any design. Buttons on a website tend to contrast with
the background to create a sense of urgency and attention.
• TEXTURE can be seen in materials to enhance tactile features. For instance, a business
card can have an emboss or relief on a logo to emphasize it. Digitally, texture can be
applied as a drop shadow on a button to appear three-dimensional.
• SPACE is also an option to emphasize certain elements in your design. Enough white
space around an object can prioritize the focus on a single element. For instance, Apple
has a clean and direct idea of emphasizing products.
E. REPETITION
Using repeated elements on a layout can be pleasing to the viewer. Repetition is repeating
a single element through the design. We can call a grid a repetition of lines because it creates a
certain consistency.
13

DIRECTIONS: “MY PRINCIPLES I”
1. Create your own examples of the 5 Principles of Design in this lesson.
2. Use Long bond paper as your medium.
3. Follow this format: (1 inch indent Top, bottom and sides)
NOTE: One bond paper for each Principle of Design
(Wait for the announcement on when and how you are going to submit your work.)
1. analyze the effects of the principles of design like Pattern, Rhythm
Movement, Proportion, Variety and Harmony in producing and analyzing art
pieces,
Name: SN,FN,M.I Date:
Prof. Remarks:
ASSESSMENT
LESSON 4
OBJECTIVES
Signature
14

2. appreciate the significance of principles of design Like Pattern, Rhythm
Movement, Proportion, Variety and Harmony in expressing one’s feeling in
an art piece,
3. produce examples of artworks that uses the following principles of design;
Pattern, Rhythm, Movement, Proportion, Variety and Harmony,
correct answer.
1. The repetition of more than one design element.
a. Rhythm b. Movement c. Pattern d. Harmony
2. The sense of unity created when all the elements in a composition relate well with each
other.
a. Variety b. Harmony c. Proportion d. Rhythm
3. Has more complexity than the previous principles of repetition and pattern.
a. Rhythm b. Pattern c. Variety d. Movement
4. Refers to the path the viewer’s eye takes through a composition.
a. Harmony b. Movement c. Pattern d. Proportion
5. The sense of cohesiveness between the elements in a composition.
a. Rhythm b. Harmony c. Variety d. Movement
• Watch the video clip of “7 Riddles That Will Test Your Brain Power” on youtube.
( https://www.youtube.com/watch?v=tpLLst4-3fw )
PRINCIPLES OF DESIGN
Are a set of guidelines that artist can use as a basis when creating a composition to create
visually pleasing work. The purpose of these rules is to deliver a message in the most organized
and functional way.
11 Principles of Design
• Balance
• Unity
• Contrast
• Emphasis
• Repetition
• Pattern
• Rhythm
• Movement
• Proportion
• Variety
• Harmony
PRE-TEST
ACTIVITY
TOPIC
DISCUSSION
15

A.PATTERN
Repetition is kind of alike to a pattern, its just that patterns can be a repetion of one or more
design element. Unlike repetition, pattern refers to multiple elements repeated throughout a design
(e.g. wallpapers and backgrounds).
B. RHYTHM
Repetition and pattern are vital in this principle because both should be applied to the
same element throughout a design. Unlike the previous principles (Repetition and Pattern), rhythm
is more complex to deal with. When used repeatedly, and with variation, it gives the feeling of
organized movement known as the visual tempo of combined elements.
C. MOVEMENT
Movement is the path the viewer’s eye takes through a composition. In an image, every
element can affect how the eyes move. Important elements will lead to secondary elements and
so on. Movement keeps the viewer engaged, because it creates interest and dynamism in the
composition.
16

D. PROPORTION
The sense of unity between elements in a composition harmonize well with each other. It is
frequently about scale and size when there is comparison between objects. For example, in art
and drawing, proportion is imperative for the elements to look realistic. Proportion doesn’t
necessarily refer to the size of one element but to the relationship of two or more elements.
E. HARMONY
Harmony creates a sense of cohesiveness between the elements in a composition.
Relation between objects is important, elements shouldn’t be exactly the same or completely
different but related in some way. Unison is created by the color palettes or similar textures
between different components. Also, using identically shaped items will form harmony because
they will seem related.
F. VARIETY
Creating visual interest will keep viewers engaged with your design. Holding their attention
and guiding them through the composition will create a powerful user experience. Variety adds
something interesting to the composition to create contrast and tension. For instance, mixing
organic shapes with geometric shapes adds variety. This concept should reinforce the message
you are trying to communicate in your design—otherwise, it can look pointless.
17

DIRECTIONS: “MY PRINCIPLES II”
1. Create your own examples of the 5 Principles of Design in this lesson.
NOTE: One bond paper for each Principle of Design
(Wait for the announcement on when and how you are going to submit your work.)
1. identify the different components of arts-subject, form, content,
2. appreciate the significance of component of arts
in expressing one’s feeling in an art piece,
3. produce examples of artworks that uses the components of arts;
Subject, form and content,
correct answer.
1. It refers to the total overall arrangement or organization of an artwork.
a. Subject b. Content c. Form d. Representational
2. The emotional or intellectual message of a work of art.
a. Content b. Representational c. Subject d. Non-representational
3. The subject of visual art can be a person, an object, a theme, or an idea.
a. Content b. Form c. Representational d. Subject
Prof. Remarks:
ASSESSMENT
LESSON 5
OBJECTIVES
PRE-TEST
Signature
18

4. Images, which represent people or objects, look as close as possible to their real-world
counterparts and can be clearly identified.
a. Representational b. Form c. Content d. Non-representational
5. In the most extreme type of abstraction, the subject does not refer to any physical object
a. Content b. Non-representational c. Subject d. Form
• Make an analysis of the following paintings.
( https://en.wikipedia.org/wiki/Tampuhan_(painting),
https://thehundreds.com/blogs/content/five-iconic-paintings-jackson-pollock )
➢ THE COMPONENTS OF ARTS
Subject, form, and content have always been the three inseparable and basic
components of a work of art. Generally, subject may be thought of as the "what"— the topic, focus,
or image, form, as the "how"— the development of the work, composition, or the substantiation, and
content, as the "why"—the artist's intention, communication, or meaning behind the work.
1. SUBJECT
Person, object, theme, or idea are the usual SUBJECT of a visual art. Though there are other
ways of presenting the subject matter. It is only imperative to the degree that the artist is interested
by it.
Objective images that represent people or objects, look as close as possible to their real-
world counterparts and can be clearly identified. These types of images are also called
REPRESENTATIONAL.
In the most extreme type of abstraction, the subject does not refer to any physical object,
and this NONREPRESENTATIONAL image is thus considered non-objective. Here, the subject
may be difficult for the observer to identify, since it is based solely on the elements of art rather
than real-life people or objects
TOPIC
DISCUSSION
ACTIVITY
Dennis Wojtkiewicz, Kiwi Series #1, 2005.
Oil on canvas, 36 x 66 in.
Marilyn Levine, Anne's Jacket, 1999.
Ceramic, 36 x 20 1/2 x 7 1/4 in.
19

2. FORM
In arts, the term form pertains to
the overall arrangement or
organization of an artwork. Form is
created from using the elements of art,
giving them order and meaning
through the principles of organization.
When studying a work's form, we are
analyzing how the piece was created.
3. CONTENT
The emotional or intellectual message of a
work of art is its content — a statement,
expression, or mood developed by the artist and
interpreted by the observer. Out of the three
components of art, content may be the hardest to
identify, because the audience, without direct
communication with the artist, must decipher the
artist's thoughts by observing the work's subject
and form.
PRACTICAL TEST
DIRECTIONS: “I Know What I don’t Know”
Make 2 artworks with CONTENT and without CONTENT. (Note: Apply the other components of
arts- Subject and Form) (List must be submitted on the 6th synchronous meeting of the semester.
ASSESSMENT
Piet Mondrian, Composition, 1916. Oil on
canvas and wood strip, 47 1/4 x 29 1/2
inOil on canvas, 36 x 66 in.
Jackson Pollock, Autumn Rhythm (Number 30), 1950.
Oil on canvas, 8 ft. 9 in. x 17 ft. 3 in.
Henry Moore OM, CH Recumbent Figure
1938
19

1. identify the principles of artworks during the Pre-historic and Egyptian,
2. appreciate the artworks of Pre-historic and Egyptian arts through their
their purpose during the said periods,
3. make an example of Pre-historic and Egyptian artworks.
1. The usual place where the Pre-historic paintings were found.
a. Caves b. Valley c. Mountains d. Floor
2. The usual subject of Pre-historic paintings.
a. Flowers b. Weapons c. Animals d. Houses
3. The purpose of painting during Egyptian period.
a. To make the deceased after life placed pleasant
b. To honor the pyramids
c. To please the Deities
d. To denounced plague
4. The purpose of paintings during Pre-historic period.
a. Living b. Recreational c. Battles d. Communication
5. The place where paintings where commonly placed during the Egyptian period.
a. Stained Glass b. Pyramid c. Vases d. Panels
• Watch the video clip “The Prince of Egypt (1998) - When You Believe Scene” on
youtube.
( https://www.youtube.com/watch?v=NieC8KA0EvI )
ARTS in Pre-historic and Egyptian Periods
Pre-historic includes all human existence before the emergence of writing. Their art is of
interest not only to the art historians but also to archeologist and anthropologist, for whom the art
is only one clue- along with fossils, pollens and other finds to an understanding of early human life
and culture.
LESSON 6
OBJECTIVES
PRE-TEST
ACTIVITY
TOPIC
DISCUSSION
21

❖ PRE-HISTROIC ART
Paintings in the pre- historic
era were found mostly inside the
caves. These paintings were
used for COMMUNICATION, or
maybe for RELIGIOUS OR
CEREMONIAL PURPOSES.
❖ EGYPTIAN ART
One of the themes Egyptian era has is
journey to the underworld introducing the
deceased to the gods of the underworld by their
protective deities. Themes that are used in the era
are aligned with the purpose of Egyptian
paintings— to make the deceased afterlife place
pleasant.
The paintings of the walls on the tomb
shows events of the life of the king while he
was still on earth and the scenes he expects to
encounter in the underworld after his death.
PRACTICAL TEST
Make an artwork (paintings) that showcases the principles of Pre-historic and Egyptian
periods (Artworks must be submitted on the 7th synchronous meeting of the semester.)
1. identify the principles of artworks during the Greek and Roman,
2. appreciate the artworks of Greek and Romans arts through their
purpose during the said periods,
3. make an example of Greek and Roman artworks.
ASSESSMENT
LESSON 7
OBJECTIVES
22
Cave of Lascaux,
15000-10000 B.C. – Stone Age
Paintings from Sarcophagus of Tutankhamen

1. The paintings during the Greek period are commonly found in _______.
a. Vases b. Caves c. Tombs d. Paper
2. The usual subject of Greek painting.
a. God b. Love c. Battles d. Beauty
3. A method of painting water-based pigments on a freshly applied plaster usually on a wall
surfaces.
a. Encaustic b. Fresco c. Mosaic d. Kerch
4. Which of the following is NOT a subject for Roman painting?
a. Animals b. Mythology c. Still life d. God
5. The main innovation of Roman painting from Greek painting.
a. Still life b. Landscape c. Battles d. Mythology
• Watch the video clip from the movie “Percy Jackson & the Olympians (2/5) Movie
CLIP - The Water Will Give You Power (2010) HD”.
( https://www.youtube.com/watch?v=mLl9jkYywZY )
➢ PAINTINGS FROM CLASSICAL GREEK ERA
Classical era paintings were usually seen in vases, panels and tombs. It portrays
natural figures with dynamic compositions. Subjects that were usually used were
mythological figures, battle scenes, and everyday scenes. It divulges a grasp of linear
perspective and naturalist representation.
• MOST COMMON METHODS
OF GREEK PAINTING:
1. FRESCO- technique of painting that
is usually done on a wall surface with
the use of water-based pigments on a
recently applied plaster. Fresco is
ideal for murals, durable and has a
matte style. It becomes permanent
part of the wall due to the colors made
from grind powder pigments in pure
water, dry and set with a plaster.
2. ENCAUSTIC– A technique that was
used by Greek ship builders, who
used the hot wax to fill the cracks of
the ship. Soon pigments (colors) was
added and used to paint a wax hull.
PRE-TEST
ACTIVITY
TOPIC
DISCUSSION
23
Encaustic Painting
Fresco Painting

3. VASE PAINTING - KERCH STYLE
Also known as Kerch Vases are red-figured pottery named after
the place where it was originated.
✓ SHAPES COMMONLY FOUND ARE:
a. PELIKE (wine container)
b. LEKANIS (a low bowl with two horizontal handles and a low broad foot)
c. LEBES GAMIKOS (with high handles and lid use to carry bridal bath)
d. KRATER (bowl use for mixing wine and water)
o Scenes from the life of women that are often overstatedly idyllic
are the usual themes used in painting. Mythological beings that
were known among the people of the black sea, or a scene from
mythical story are also some of the themes used.
4. PANEL PAINTING
Paintings on flat panels of wood. It can be either a small, single piece or several panels
joined together. Most of the panel paintings no longer exist because of its organic composition.
5. TOMB/WALL PAINTING
Tomb painting was widely known during
the classical period. It practices the method
frescos or tempera (water-base) or encaustic
(wax). Tomb painting has a sharp, flatly outlined
style of painting, but because it uses water-
based materials, samples didn’t last up to the
present.
In tomb paintings, artists rely on the
shade and hues of paint to form depth and life-
like feeling.
➢ PAINTINGS FROM THE ROMANTIC ERA
Most of the paintings in this era were copied or imitated from Hellenic Greek paintings.
Roman paintings have a wide variety of subjects: animals, everyday life, still life,
mythological subjects, portraits and landscapes.
24
Tomb of the Diver Paestum

o PAINTINGS FROM THE ROMANTIC ERA
The advancement of LANDSCAPE PAINTING is the main innovation of Roman
painting from Greek painting.
• MOSAIC
Is a process of art where an
image is formed using small
pieces of colored glass, stones,
or other materials, artistically
joined together.
• This FRESCO painting was
believed to represent ceremonial
rites, either marriage or an
initiation of a woman in a mystery
cult.
PRACTICAL TEST
DIRECTIONS: “MYthology”
1. Draw and paint an example of GREEK/ROMAN painting.
(ACTIVITY must be submitted on the 8th synchronous meeting of the semester.)
1. identify the principles of artworks during the Byzantine, Romanesque and
Gothic,
2. appreciate the artworks of Byzantine, Romanesque and Gothic arts through
their purpose during the said periods,
3. make an example of Byzantine, Romanesque and Gothic artworks.
Prof. Remarks:
ASSESSMENT
LESSON 8
OBJECTIVES
Signature
Frescoes in Pompeii’s Lavish Villas

1. The period where Greek and Eastern styles were applied.
a. Gothic b. Romanesque c. Byzantine d. Romantic
2. The period where stained glass was used.
a. Byzantine b. Gothic c. Romantic d. Romanesque
3. The “Christ in Majesty” is an example of __________ influence.
a. Mozarabic b. Morazabic c. Asian d. Eastern
4. They were created to transform the vast stone interiors with warm and glowing color.
a. Colors b. Altars Pieces c. Stained Glass d. Lighting
5. The “Eastern style” means?
a. European b. Asian c. African d. American
• Watch the video clip of “The Top Ten Stained Glass Artworks Of All Time”.
( https://www.youtube.com/watch?v=IMyhy7gtfV4 )
PAINTINGS FROM THE MEDIEVAL ERA
1. BYZANTINE
During the Byzantine era, the lively styles of paintings
which had been invented in Greek and Rome lived on, but this
time it is used for Christian subjects.
By the 11th century, some changes occurred like the
blending of Greek and Oriental styles, imposing images which
adorned the churches in large and small forms.
THEODORA was an Asian Queen with dark eyes and hair with fierce expression;
PRE-TEST
ACTIVITY
TOPIC
DISCUSSION
26
THE COURT OF EMPRESS THEODORA, MOSAIC 6TH CENTURY
AD SAN VITALE, RAVENNA

2. ROMANESQUE PAINTING
These are basically placed mosaics on the walls of the churches that follows a firm frontal
pose. It has a notable variation of artistic traditions such as modeling and treatment of faces and
draperies that follow Byzantine convention while the thrillingly decorative feeling comes from
southern French styles.
Also, it displays hints of Mozarabic influence (Arabize influence) through elongated oval
faces, large staring eyes and long noses, figures against flat colored bands and heavy outlining.
The MOZARABS were Iberian Christians who lived under Moorish rule in Al-Andalus.
IBERIAN PENINSULA is located in the southwest corner of Europe and is divided among
three states— Spain, Portugal, and Andorra.
In the painting, Christ wears a greyish, white
robe with a blue mantle. Beneath the Mandorla (Italian
word for Almond, in painting, it is used to labelled as
an inclusion surrounding holy figures) is a black band
with white writing. Each side of the center window are
three arches resting on columns of capitals in green,
red and black in between of figures of Virgin Mary and
five saints are columns with wavy line patterns going
vertically.
3. GOTHIC ERA
Gothic era paintings were narrowed in the illumination of manuscript pages and the
painting of frescoes on the walls of churches in various style such as, cosmopolitan style, elegant,
mannered and sophisticated.
Subjects, most commonly portrays
popular legends and love stories,
patterns like “mille fleur” or thousand
flowers that shows influence which may
have been due to the Crusades.
Stained glass windows and at the
same time to instruct Christians in their
faith.
Christ in Majesty
Cathédrale Notre-Dame de Paris

DIRECTIONS: “Cellophane is IN!”
1. Prepare the following materials:
a. Cellophane atleast three (3) colors.
b. Illustration board 1/8
c. Scissors
d. Glue etc.
2. Think of a subject that best describe the kind of painting during the GOTHIC era.
3. Create a Cellophane art.
(The ACTIVITY will be submitted on the FINAL meeting of the synchronous class.)
ASSESSMENT
27

KEY TO CORRECTIONS
PRE-TEST
#1
1.
A
2.
A
3.
A
4.
B
5.
C
6.
C
7.
A
8.
A
9.
B
10.
A
PRE-TEST
#2
1.
Shape
2.
Line
3.
Line
4.
Value
5.
Space
PRE-TEST
#3
1.
A
2.
B
3.
B
4.
C
5.
B
PRE-TEST
#4
1.
C
2.
C
3.
A
4.
B
5.
B
PRE-TEST
#5
1.
C
2.
A
3.
D
4.
A
5.
B
PRE-TEST
#6
1.
A
2.
C
3.
A
4.
D
5.
B
PRE-TEST
#7
1.
A
2.
C
3.
B
4.
D
5.
B
PRE-TEST
#8
1.
C
2.
B
3.
A
4.C
5.
A
28

References:
Wikepedia (n.d.). Visual Arts. Retrieved on November 15, 2020 at shorturl.at/kEMO6
Anonymous. (n.d.). Virtual Arts. Retrieved on November 15, 2020 at shorturl.at/vKNO9
Van Gogh Gallery Blog. (n.d.). Starry starry night [Image]. Retrieved on November 16, 2020 at
shorturl.at/auFO4
Matt Fusell (2019). Elements of Arts - Line. Retrieved on November 16, 2020 at shorturl.at/nCV48
PACE High School (n.d.). Studio Art. Retrieved on November 16, 2020 at shorturl.at/noyNZ
Shelley Esaak (2019). The seven elements of art and why knowing them is important. Retrieved
on November 16, 2020 at shorturl.at/ksQX9
Laura Keung (2019). The principle of Design. Retrieved on November 16, 2020 at shorturl.at/gtxyF
WIKIPEDIA (n.d.). Mural [Image]. Retrieved on November 16, 2020 at shorturl.at/qJOR7
29

Nikko C. Mediana
Writer
30
31

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