Name of Institution LIBON COMMUNITY COLLEGE Date Last Revised AUGUST 9, 2023

College Name COLLEGE OF EDUCATION Revision Date AUGUST 7, 2024

Department BACHELOR OF SECONDARY Semester Adopted SECOND SEMESTER
EDUCATION (ET I)

SYLLABUS IN
SCHOOL PHILOSOPHY GE 6 ART APPRECIATION
Higher Institution of Learning for Service and Truth. 2nd Semester, AY 2024 – 2025

VISION I.COURSE INFORMATION

An institution of higher learning that will create professional,
A. DEGREE PROGRAM : BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION
competent, service-oriented, principled, and productive
citizens of the community and of the country as well. (BTVTED – ELECTRICAL TECHNOLOGY 1 (ET I) AND
AUTOMOTIVE TECHNOILOGY 1 (AT 1)
MISSION
Licom shall produce locally, and globally competitive B. COURSE CODE : GE 6 ART APPRECIATION
graduates imbued with sense of values geared towards C. COURSE NAME : BTVTED – ET I AND AT I
research, extension, service, and production for sustainable
development. D. CREDIT UNITS :3

GOALS E. CONTACT HOURS FOR LEC & LAB : Lec: 3 hrs. Lab:
1. Offer excellent services and produce quality graduates. F. PRE/CO-REQUISITE/S :
2. Develop degree programs and technical courses to
G. BSED PROGRAM OUTCOMES
enhance the labor market and improve the quality of life.
3. Provide knowledge, skills, and values in the different PO 1: Demonstrate in-depth understanding of the diversity of learners in various learning areas,
disciplines. PO 2: Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
PO 3: Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Effect personnel development programs for faculty and
PO 4: Manifest skills in communication, higher order thinking skills and use of tools and technology to accelerate learning and
staff. teaching.
5. Institute management programs for effective and efficient PO 5: Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
academic governance. PO 6: Manifest a desire to continuously pursue personal and professional development.
I. COURSE DESCRIPTION
OBJECTIVES Art Appreciation is a three-unit course that develops student’s ability to appreciate, analyze, and critique works of arts. Through interdisciplinary
1. Offer relevant degree and non-degree programs that and multimodal approaches, this course equips students with a broad knowledge of the practical, historical, philosophical, and social relevance of
would realize/meet the vision, mission, goals, and the arts in order to home student’s ability to articulate their understanding of the arts. The course also develops students’ competency in
objectives of the college. researching and curating art as well as conceptualization, mounting, and evaluating art explore the diversity and richness and their rootedness in
2. Conduct research that will lead to productive extension Filipino culture
service. H. COURSE OUTCOMES
3. Establish linkages with the different agent’s goals as well
CO 1: Describe the contrasting policy environments for language education.
as private organizations.
CO 2: Explain the characteristics of a successful Art Appreciation programs.
CO 3: Create strategies in teaching the macro skills in the Art Appreciation.
CO 4: Formulate instructional plans in teaching Art Appreciation
CO 5: Compare and contrast the benefits and challenges of various models of Art Appreciation.
.II. TEACHING-LEARNING MATRIX

TIME TEACHING-LEARNING
LEARNING OBJECTIVES COURSE CONTENTS/TOPICS ASSESSMENT TASKS
ALLOTMENT ACTIVITIES

1.1 Learning expectations and getting to know each

At the end of these weeks, the pre-service other Presentation of COR and roll call of
teacher should be able to: officially enrolled students.
1.2 Discussion of College Students manual Expectation presentation (verbally
Students develop confidence through sharing of regarding the school policies Group work on Expectations from the or written) Students confidently
Week 1 expectation and getting to know each other & course and sharing in class share about themselves their
course facilitator expectation from the course.
1.3 Discussion of the Grading System
Presentation of course syllabus Classmates & course facilitator

1.4 Setting the learning atmosphere

At the end of these weeks, the pre-service Face to Face Inquiry/Sharing

teacher should be able to: Activities a. Mini-lecture b. Video Clip
1. To characterize artistic expression
Art History Teacher-student demonstration Essay: If you were an artist, what kind of
based on personal experiences with art
Week 2 2. Differentiate art history from art artist will you be?
Art appreciation, creativity, imagination and the Focus Group discussion
appreciation; discuss the nature of art’s expression
Command style What art field will you explore? why
preliminaries expression
Laptop Power point and Video
presentations

At the end of these weeks, the pre-service Assumption of art (art is universal; art is cultural; art
teacher should be able to: is not nature; art involves experience) (art as
expression, as a form of creation) Face to Face Inquiry/Sharing
1. classify works of arts according to their
subject; Activities a. Mini-lecture b. Video Clip
Visual art (2D, 3D)
2. analyze how artist present their subjects in
Teacher-student demonstration Oral Recitation
relation to real subjects;
Week 3 Film (Digital arts/analog)
Focus Group discussion Group discussion and plenary
Performance art Command style presentation
Poetry-performance Laptop Power point and Video
presentations
Architecture, Dance, Film, Literacy, Theater, Applied
art (Fashion Furniture

Week 4 At the end of these weeks, the pre-service Function of Art Face to Face Inquiry/Sharing Oral Recitation
 teacher should be able to: Activities a. Mini-lecture b. Video Clip
 Personal (utilitarian, public display,
1. Distinguish between directly functional and expression) Teacher-student demonstration
indirectly functional art  Social (used for public display and Focus Group discussion Group discussion and plenary
celebration, used to affect the collective
behavior) Command style presentation
 Physical (utilitarian
Laptop Power point and Video
presentations

At the end of these weeks, the pre-service Philosophical import of art Reflection question; Does art
teacher should be able to: always have a function?
 Integrity Interactive Discussions
Week 5 1. Apply concepts and theories on beauty and
aesthetic in real life scenarios  Proportion/Consonance If artwork did not have any
Actual planning of learning targets
 Radiance/Clarity function, will it remain art?

At the end of these weeks, the pre-service Subject type: Representation (with subject) and non-
teacher should be able to: representation (without subject)
1. identify ONA and GAMABA artists’ notable
works and their contribution to society; and Source of subject (nature, history, Greek and Roman
2. explain the three stages of the creative mythology, Judeo-Christian tradition, scared oriental
process text, other works of arts)
Lecture
3. characterize source and kinds of art
Kind of subject (history, still life, animals, figure, Viewing of different type of art
Week 6 Interactive Discussions
nature, landscape, seascape, cityscape, mythology, subject
myth, dreams, and fantasies)
Actual planning of learning targets
Content in Art (level of meaning)

1. Factual
2. Conventional
3. Subjective

At the end of these weeks, the pre-service Elements of Art

teacher should be able to:  Visual
1. Identify the elements of art  Auditory
2. Analyze the various elements present  Combined Interactive Discussions Affective instrument developed
Week 7 in visual, auditory, and combined arts
Ars/Performance art Actual planning of affective scale Reflective journal

Discuss fusions and overlapping and interrelated

elements
 Graffiti, poetry-performance, performance art,
digital art
Week 8 At the end of these weeks, the pre-service Transcreation Interactive Discussions Accomplished objective written attest
teacher should be able to:
 Music to text
written reflection Journal
 1. Determine the factors influencing artist
such as distortion, transformation,  Text to dance Actual planning of affective scale
appropriation in an experimental or hybrid  Dance to visual
art expression

Week 9 MIDTERM EXAMINATION

At the end of these weeks, the pre-service Face to Face Inquiry/Sharing

teacher should be able to: Activities a. Mini-lecture b. Video Clip
1. Identify various plane in art Reading the image
Teacher-student demonstration Accomplished objective written attest
2. Categorize and organize information
 Semiotic plane
Week 10 from different sources Focus Group discussion
 Iconic plane written reflection Journal
 Contextual plane
Command style
Art history
Laptop Power point and Video
presentations

At the end of these weeks, the pre-service Face to Face Inquiry/Sharing

teacher should be able to: Instrumental music
Activities a. Mini-lecture b. Video Clip Creative output/presentaions;
1. Identify the various genres in music
 Baroque Teacher-student demonstration
2. Make creative interpretation of the Students will interpret music
Week 11  Classical Focus Group discussion
different musical genres through their own art expression
3. Translate sound or music into a  Romantic Command style
new form and un a new context  modern Laptop Power point and Video
presentations

At the end of these weeks, the pre-service Face to Face Inquiry/Sharing

teacher should be able to: Activities a. Mini-lecture b. Video Clip
2. differentiate content from the subject;
Characterize sources and kinds of subjects Teacher-student demonstration Formulated learning targets
Week 12 Subject and Content of Art Focus Group discussion
Reflective Journals
Command style

Laptop Power point and Video

presentations

At the end of these weeks, the pre-service

teacher should be able to:
1. define an artist’s and artisan’s medium and Interactive Discussions
Week 13 ARTIST AND ARTISANS Skills Performance Test
technique;
2. differentiate between artist and artisan’s Actual planning of learning targets
approach/technique toward a particular
medium;
 At the end of these weeks, the pre-service
teacher should be able to:
1. analyze the various elements present in Affective instrument developed
Interactive Discussions
Week 14 visual and auditory arts; ELEMENTS AND PRINCIPLES OF ART
Reflective journal
2. identify the principles of design; Actual planning of affective scale

At the end of these weeks, the pre-service Face to Face Inquiry/Sharing

teacher should be able to: Activities a. Mini-lecture b. Video Clip
3. understand and realize the importance of
arts in daily life Teacher-student demonstration Accomplished objective written attest
4. explain the meaning of arts and the
Week 15 different assumptions on arts THE IMPORTANCE, MEANING, AND ASSUMPTIONS OF ART Focus Group discussion written reflection Journal
5. differentiate the philosophical
perspectives of arts
Command style
. Laptop Power point and Video
presentations

At the end of these weeks, the pre-service

teacher should be able to:
1. identify the concept of soul-making SOUL-MAKING, APPROPRIATION, AND IMPROVISATION Interactive Discussions
Analyzed and organized data from
Week 16
determine the significant of da Vincian principle alternative methods of assessment
Actual planning of affective scale
DREAMS, SOUL, AND SPACE
know the effect of soul-making in creating an art.

At the end of these weeks, the pre-service Face to Face Inquiry/Sharing

teacher should be able to: Activities a. Mini-lecture b. Video Clip
1. Trace and summarize the development of the
arts, art appreciation and aesthetics in Teacher-student demonstration Accomplished objective written attest
contemporary practice. HISTORICAL DEVELOPMENT OF PHILIPPINE ART
Week 17 Focus Group discussion
3. Appreciate better the history and
written reflection Journal
development of Command style
Philippine arts.
Setting Up Laptop Power point and Video
presentations

Week 18 FINAL EXAMINATION

Total hours: 54 contact hours inclusive of 2 Major Examinations.

 III. COURSE REQUIREMENTS

PROJECT / PRODUCT / PERFORMANCE TASKS. All activities to be conducted within the semester.
GRADING PERIOD TIME FRAME
Please specify the project for the subject
Group Facilitated Discussion
Short/Long Quizzes, Unit/Chapter Tests
MIDTERM Week 1 – 8
Recitation/Participation
Written Midterm Exam
Group Facilitated Discussion
Short/Long Quizzes, Unit/Chapter Tests
FINAL Recitation/Participation Week 9 -17
Lesson Exemplar/Lesson Plan
Demonstration Teaching (Final Exam)

Computation of the Midterm and Final Grades

IV. ( Midterm Grade+Tentative
GRADING SYSTEM Final Grade)
=COMPUTED FINAL GRADE
Criteria Non - Lab Course 2

A. Class Standing MG = Midterm Grade

Attendance 5% TFG = Tentative Final Grade
Character 10% CFG = Computed Final Grade
50%
Group Facilitated Discussion / Recitation 20%
Quizzes / Summative tests 15%

B. Project (Portfolio and Notebook) 20%

C. Major Examination (Mid-Term and Final Exam) 30%

TOTAL 100%

Note: To pass the subject, the student must obtain at least 80% as the equivalent grade.

V. COURSE RESOURCES
VI. Project/Portfolio Scoring Rubrics
Level 4 Level 3 Level 2 Level 1
A. Instructional Tools 20 pts Exemplary work at 18 pts Good work, meets all 16 pts Adequate work, lacking 14 pts Unsatisfactory, work is
highest level of ability criteria in some areas inadequate and of poor
quality.
B. References Content
8 pts Based on portfolio
Level 4
All Projects are included.
Level 3
Missing one project from
Level 2
Missing two projects from
Level 1
Missing three or more projects
References: required Item (Student may have included portfolio portfolio
projects from Movement
Competencies and Training)
Artist Statement Level 4 Level 3 Level 2 Level 1
2 pts Written statement about Portfolio includes as well Portfolio includes a thoughtful Portfolio includes an artist Portfolio does not include an
the artist and work written and thoughtful artist artist statement statement artist statement
statement
Presentation Level 4 Level 3 Level 2 Level 1
4 pts Neat and creative Portfolio show ingenuity and Portfolio show some Portfolio show little Portfolio is lacking creativity.
presentation creativity. Care was taken imagination and creativity. imagination and creativity. Poor quality picture was used
when photographing work. Care was taken when Some care was taken when in portfolio.
photographing work. photographing work.
Use of Time and Efforts Level 4 Level 3 Level 2 Level 1
Caslib, B. N., Garing. D., Casaul, J. A. (2018). RBS Art Appreciation. Rex Bookstore, Inc. Sampaloc Manila

Panisan, W. K., Ferrer, M. C. D., Mangahas, T. L. S., Ta-a, R. C., Antonino, M. T. M. (2018). Art Appreciation. Mutya Publishing House, Inc.

Ibarra, F. P. (2015). Manual in Fundamentals of Music. Central Luzon State University Center for Educational Resources Development and Services (CERDS)

Kleiner, F.S. (2011) Gardiner’s Art through the Ages: a Global History. 13th Edition. Wardsworth Cengage Learning, Boston

Pooke, G., Newall, D. (2008). Art History: The Basics. Routledge. Oxon.

Young, J. O. (2008). “What is cultural Appropriation?” Cultural Appropriation and the Arts. Blackwell Publishing Ltd., Malden, USE pp. 1-31.

Antolihao, Lou. (2004). Culture of Improvisation. Institute of Philippine culture, Ateneo de mnila university, Quezon City. Pp. 83-84

Gelb, Michael. (1999), How to think like Leonardo da Vinci: Seven Steps to Genius Everyday. Dell Publishing.

VII. CLASSROOM POLICIES

Students of this course are expected to:
1. Actively Participated in Inside and Outside school Activities
2. Attendance is a must
3. Good attitude of every student

Prepared: Reviewed: Recommending Approval Approved:

__DEXTER R. STO. DOMINGO EdD__ __BABELYN GENE B ORIDO, MAIE_____ AMELITA P. SADUESTE, EdD EDEN B. RIVERA, PhD
Instructor Program Head College Dean College Administrator-Designee