This study used reform theory to teach art appreciation to 35 (n=35) students enrolled in a visual communication program, a unit from the graphic design and multimedia program in the first year. In this study, a quantitative research design and methodologies were used. To analyze a group of students' achievements, the researcher employed experimental research--a quasi-experimental design that is a single-group interrupted time series design. The data was gathered using two instruments: a tertiary level visual communication module and five sets of test questions. Means, standard deviations, and percentages were used in the descriptive statistics to determine the students' achievements. Repeated measure inferential statistics ANOVA was used to investigate changes in mean scores over five times period for both five sets of test questions mean scores and lessons (studio art production) mean scores. The findings revealed that the module influenced the quality of students' development of a variety of skills in visual perception and artistic response, historical, cultural, and social context investigations, engaging students in the art-making process and enhancing their critical and aesthetic inquiry for a better understanding, aesthetic appreciation, and an increase in self-expression.The effectiveness of the module using reform theory demonstrated students' improved understanding and fostered proficiency in implementing thinking in their five sets of test questions and lessons (studio art production).