The State of the Art(s): A Semiotic and Thematic Exploration of Senior High School Art for Art Education and Cultural Policy

Abstract

In the Philippines, the creative expressions of Senior High School students are shaping new narratives in contemporary art and culture. This study tries to examine the status of contemporary art(s) in the Philippines through a semiotic and thematic analysis of artworks created by Senior High School  students.  In  this  study,  "art(s)" refers  to  creative expression's  individual  and communal character. Each artwork is unique yet collectively represents broader cultural, societal, and personal narratives. This study analyzes selected paintings, sculptures, and mixed-media works using a qualitative research approach. A semiotic analysis evaluates the signs and symbols found in the artworks, while a thematic analysis identifies recurring patterns that reflect personal, cultural, and social narratives. The findings  of  this  study  revealed  four  main themes: (1)  Identity, Emotions,  and Self- Perception; (2) Nature, Renewal, and Transience; (3) Society, Culture, and Critique; and (4) Artistic Freedom and Experimentation. The first theme tells that artworks portray inner conflicts, duality, and self-image. Theme number two emphasizes that natural elements used in artworks symbolize hope, growth, and transformation. Third theme. Third theme, on the other hand, explores Filipino customs, social realities, and sustainability. And lastly, theme four, highlights non-traditional methods and imaginative self-expression. The study shows art perceptions of students, including its role in contemporary society, are developed by their use of visual symbols for narrative purposes, both individually and collectively. These results add to conversations on the changing importance of modern art in cultural representation, semiotics in art education, and the artistic abilities of young Filipinos. The study emphasizes the value of encouraging artistic inquiry in the classroom since it helps students cultivate their critical thinking, cultural knowledge, and sense of self while allowing them to express themselves artistically.  It also  recommends  how  schools,  cultural  institutions,  and legislators  might include modern topics in art curricula, encouraging a more vibrant and inclusive method of teaching art. It contributes to Sustainable Development Goals (SDGs) 4 (Quality Education) and 11 (Sustainable Cities and Communities) by advocating for inclusive and meaningful artistic engagement among young Filipino artists.