Authors: Wilson K. Panisan, Leslie B. Gazzingan, and Warto M. Torrevillas
Because Art Appreciation is one of the required general education subjects in he revised General Education Curriculum (GEC) come 2016, we decided to come up with a textbook that would comply with the general education course, This subject would focus on art as art which is primarily aesthetics. Students in Art Appreciation vain be taught how to view a work of art, what to look for and how to tell if an art work is good or bad. While aesthetics is evidently important because art, after all, is primarily aesthetic, the new subject will focus on the reationship of art to the individual student and his/her surroundings_ The course then aims to provide students the opportunity to examine, experience, and even produce works of art in order to appreciate their role and purpose in life.
Students will be exposed to various categories of art such as visual arts (from the classical art forms to the modern art installations), the performing arts (music and dance, particularly Modern and Contemporary Ballet), drama and film (from mainstream to indie films), enhanced e-books, and multi-media aesthetics. This subject will thus build upon and hone the skills of urderstanding, critical appreciations and expressions of one's views. At the end of the semester, students should be able to understand and approach a work of art from a perspective informed by history and tradition and the social environment in which the art work is created. Like the other General Education Subjects, this subject is multi-disciplinary wherein students must use tools from various disciplines other than aesthetics to come to terms with the way art influences their personal lives.
At the end of each chapter, various creative exercises and activities wit be answered by students to measure their cognitive learning aside from the reaction and critique papers they will submit after watching a ballet presentation, a musical concert, an indie film, or an actual painting demonstration. Research and data collection skills will also be enhanced thru library work and Internet research. individual and group activities will be assigned in class in order to improve communication and teamwork skills thru sharing and group activities. We believe that in this age of information technology, students should be trained and tapped to integrate and utilize machinery and computer software ire creating beautiful artistic works of art.
it is our hope that the textbook will guide the students to develop appreciation and appraisal of the various arts forms and he range of the works of art the students
be taught and exposed to. We hope that at the end of each chapter in this textbook, the students would be able to employ the communicating nature of the various media of arts as a catalyst or tool in understanding themselves as individuals and the society in which they live.
Philosophy of Human Existence 2013 (Tabin)
Authors: Violeta G. Tabin, Joseph C. Francisco, Leslie B. Gazzingan, Lamberto M. Bamba, Jr., Lou S. Hualda
Whenever one asks a student about his/her concept of the word philosophy, one would hear the answer that it is 'difficult,' that there is no relationship with one's course, or it is about pilosopong tasyo wherein one engages himself/herself in an argument that is unsubstantial. Hence, to change this concept in the mind of an individual, the authors have conic up with a textbook that is more student-friendly with the hope that it will help open the minds of an individual to become aware of, realize and appreciate, philosophy as part of one's existence.
The book, Philosophy of Human Existence, is a result of the collaborative effort of the authors to produce a more simplified college textbook on this subject. The book is divided into three parts: Part I — Philosophy of Man and Its Beginnings, which covers the Meaning of Philosophy and Its Branches and Purpose; Part II — Human Person in Relation to His World and His God, which covers Man as He Co-exists with Others and Moral Views on Human Person in the Context of Christian Philosophy; Part III — Issues Related to Human Equality and Relationship, which covers Domestic Violence, Violence Towards Self and Others, and National and International Violence.
The method in studying the nature of man shall be a presentation of the different and varied views or philosophies on the human person. From Western philosophies to Eastern philosophies, and with different ideologies, such as atheists' views, the student's own ideology or philosophy will be challenged using his/her own critical thinking. The Christian philosophy on the nature and condition of man shall be presented as well. Finally, issues and problems on human as he/she relates with his world .and others, both national and international shall also be presented for discussion,