9
Arts
Quarter 1 – Module 5:
Western and Classical
Art Tradition
Arts – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 2:
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers:. Mae Ann A. Ubalde
Editors:
Reviewers:
Illustrator: Name
Layout Artist: AJ Ghail P. Sato
Subject Area Supervisor: Rey Philip Nacario
Management Team: Ronald G. Gutay, Allan B. Matin-aw, Mary Jane J. Powao
Aquilo A. Rentillosa, Cristina T. Remocaldo
ADM Coordinator: Ryan B. Redoblado
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Department of Education – Department of Education Region VII
Office Address: Department of Education- Carcar City Division (Learning Resources
Management Section_____________________________________
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Telefax: (032)4878495___________________________________________
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9
Arts
Quarter 1 – Module 1:
Western and Classical
Art Tradition
Introductory Message
For the facilitator:
Welcome to the Arts 9 Alternative Delivery Mode (ADM) Module Western and
Classical Art Tradition
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator
in helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Science 9 Alternative Delivery Mode (ADM) Module on Western
and Classical Art Tradition
The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.
Answer Key This contains answers to all activities in
the module.
At the end of this module you will also find:
References This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module was designed and written with you in mind. It is
here to help you appreciate Western Classical Art Traditions.
The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you
are now using.
After going through this module, you are expected to:
1. Use artworks to derive the traditions/history of an art
period; (A9PL-Ih-3)
2. Compare the characteristics of artworks produced in the
different art periods. (A9PL-Ih-4)
What I Know
PRE-ASSESSMENT:
Matching Type:
Match the descriptions in column A with the artworks column
B. Write the letter of the correct answer on your answer sheet.
A B
1. The dominant features in the painting a. Tomb of the Diver
were large animals native in the region.
The painting has nearly 2,000 figures b. Head of Alexander
composed of mainly animals, human
What’s In
figures and abstract design.
c. Classical Greek Era
2. The image was painted using a true fresco
technique with a limestone mortar. It
⚫ Can you remember
depicts thescene
a symposium veryonfirst artwork thatd.you
the wall.
Cave of Lascaux
made?
What was itand
3. Fresco allEncaustic
about? are
How
thedoes
most it compare to the ones that
you make
common today?
painting method in this era.
e. Rose window from the North
Art4.existed as long
It is a Roman asmosaic
floor humans have existed.
that depicts the Human’s early
Transcept
artworksbattleor artifacts
between are essential
the armies forthe
of Alexander archaeologists to learn
more Great
aboutand human history.
Darius III Although there are many artworks
of Persia.
that5. have
Windowsbeen lost
were through
created time, the
to transform the ones that have survived
still offer insights
vast stone on the
interiors with creative
warm and process that our ancestors
had. glowing color and at the same time to
Remember
instructthe Type of
Christians in Art
theirforms:
faith Painting, Sculpture and
Architecture.
This time we’ll focus on the Paintings of the different periods,
Lesson
Western Classical Art
5 Traditions
In this lesson, you will learn about how to use artwork to
derive the traditions or history in the different art periods. Read
every information keenly and enjoy answering every exercises.
What’s New
From the choices below, write the letters corresponding to
the pictures on the Eras where they should belong.
Choices:
What is It
In this lesson, you will learn more about the tradition and
history of each art period. Can you name again the different
art evolution? If so then write your answers in the template
given below.
1
2
3
ANCIENT ART
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.
Paintings
Paintings from Sarchophagus of Tutankhamen
XVIII dynasty, 1362 A.D. - 1253 BC
(images from the treasures of the world, 1961 CCP Library
PAINTINGS FROM CLASSICAL GREEK ERA
Paintings during the classical era were most commonly found
in vases, panels and tomb. It depicts natural figures with
dynamic compositions. Most of the subjects were battle
scenes, mythological figures, and everyday scenes. It reveals a
grasp of linear perspective and naturalist representation.
Pitsa Panel (Archaic Period between 540 and 530 B.C.E)
(Image from
Treasures of the World, 1961 CCP Library)
Judgement of Paris
(370-330B.C)
(Images from treasures of the World, 1961 CCP Library)
Head of Alexander Fresco from the Villa of
Mysteries, Pompeii 80 BC
PAINTINGS FROM THE MEDIEVAL ERA
Byzantine Painting
Romanesque Painting
Christ in Majesty, painting from the Church of
Saint Clemente, Tahull
PAINTINGS FROM THE GOTHIC ERA Rose window
from the North
transcept, about 1230
Image from Treasures of the World,
1961 CCP Library
Pre-Historic Sculptures
Materials used in sculptures vary according to region and
locality. Archeologists believed that their sculpture is a result
of natural erosion and not of human artistry. Frequently
carving may have mythological or religious significance.
Sculptures from the Egyptian Era
Symbolic elements were widely used such as forms,
hieroglyphics, relative size, location, materials, color, actions
and gestures. Their tombs required the most extensive used of
sculpture.
The most common materials used for sculptures are wood,
ivory and stones
Queen Nafertiti, painted limestone 18th
Dynasty, 1375-1357 BC
Greek Sculptures
Early Greek sculptures were tense and stiff, their bodies were
hidden within enfolding robes. After three centuries of
experiments, Greek sculptures had finally evolved and showed
all the points of human anatomy and proportion.
One of the most popular styles of the Greek sculptures was the
Hellenistic style. Hellenistic denotes a preference in sculpture
for more elaborated patterns, mannered arrangement of
figures and groups, and an emphasis on the representation of
movement for dramatic effects.
Myron; The Discobulus, 450 BC
Shows an attitude of maximun
tension, full of compressed
energy, and about to explode an
action
Roman Sculptures
Most Roman sculptures are made of monumental terra-cotta.
They did not attempt to compete with the free standing Greek
works of history or mythology but rather they produced reliefs
in the Great Roman triumphal columns with continuous
narrative reliefs around.
The Portonacio
Sarchophagus between
180-190 BCE
-used for the burial of Roman
General involved in the
campaign of Marcus Aurellius
-the best known and most
elaborate of all “sarcophagus” (it is a box liked for a dead body.
Comes from the Greek word “sarx” meaning dlesh and
“phagein” meaning to eat)
-it depicts battle scenes between Romans and Germans
-Carved in marble
Byzantine Sculptures
The dominant themes in Byzantine sculptures are religious,
everyday life scenes, and motifs from nature. Animals were
used as symbols (dove, deer, peafowl) while some had acrostic
signs (form of writing in which taking the first letter; syllable or
word of different lines and putting them together it can be read
a message) that contained a great theological significance.
Romanesque Sculptures
Some of the famous sculptural pieces are reliquaries, altar
frontals, crucifixes, and devotional images. Small individual
works of art were generally made of costly materials for royal
and aristocratic patrons. These lightweight devotional images
were usually carried in the processions both inside and
outside the churches.
Gothic Sculptures
Gothic sculptures have a greater freedom of style. They no
longer lay closely against the wall, but begun to project
outward. Figures were given their own particular attitudes
instead of being set into particular patterns and are more lively
and realistic.
What’s More
Activity 1: Look at me. Tell me my PAST!
Artwork is an art piece that tells a lot of story. If not
without artworks made in the past, we would never know how
our ancestors lived their lives. May it be colorful, painful, or
sorrowful, we must thank these pieces of artworks for they
have told us stories that made our history and tradition rich.
Let us know how much you have learned from the lesson.
a. Instruction: Take a good look at the picture below.
Have it in 5 minutes or more. Why? I want you to
create your own perception and understanding on
what could be the history and tradition that happen on
that piece of art. Write your answer in the spaces
provided below.
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What I Can Do
Activity: Coz Sharing is Caring!
Since all of us are facing pandemic in this history (year 2020),
you will be asked to post your output in FACEBOOK. Sharing
it to your friends, family and even strangers creates a big
impact because COVID19 did not hinder you from still
learning a lot. And that is HISTORY!
Please use the #CozSharingisCaring when posting it. Your
teacher will be happy to see your output posted in one of the
known media platforms. Thank You!
Your output will be recorded. It will be evaluated using the
rubric below.
What I Have Learned
Activity 1: Compare and Contrast
Choose two sculptures, paintings, and architectures from the
different era. Compare and contrast the two using the following
indicators:
1. Name of Sculpture
2. Period, and era
when it was created
3. Materials used
4. The use of elements
of arts in the sculpture
(lines, shape, color,
texture)
5. The distinctive
characteristic of the
sculpture.
Activity 2: I am Naked, Will you Put me Colors?
A story told is like a man who is naked. But a story with
a painting is a man wearing colorful clothes. Sometimes in our
lives, it isn’t enough to know the story, we must empathize in
order for us to understand more. That is why mostly with our
reading materials now, there are illustrations being shown
because people understand more when they see than they
hear. Will you try help putting colors to the story below? If so,
let’s start!
Note: Read the story as many as you can. In your own
understanding, mood and feelings right now, paint and paint
until you finish your final output. GOODLUCK!
“THE LEGEND OF SLEEPY HOLLOW”
Ichabod Crane is a newcomer to the Hudson Valley; unlike the
generations of Dutch settlers that have preceded him, he has
neither the strength nor the means to become a farmer and
landowner. His single marketable skill is teaching, and in the
isolated hamlet of Sleepy Hollow this pays meager rewards. His
schoolhouse is decrepit, one large room constructed of logs; its
broken windows have been patched with the leaves of old
copybooks. Ichabod’s quarters are whatever rooms the
neighboring Dutch farmers who board him for a week at a time
are willing to provide. Ichabod thus makes the rounds of the
neighborhood, and his small salary, combined with his
constantly changing address, allows him to store all of his
personal possessions in a cotton handkerchief.
Because he comes from Connecticut, a state whose major
product is country schoolmasters, Ichabod feels both superior
to the old Dutch stock of the valley and frustrated by his
perpetual state of poverty. He compensates for the former by
regularly caning the more obstinate of his little charges and for
the latter by doing light work on the neighboring farms. He
further supplements his income by serving as the local singing
master, instructing the farm children in the singing of psalms.
Never missing a chance to curry favor with the local mothers,
Ichabod always pets the youngest children “like the lion bold”
holding the lamb. In short, his single goal is self-advancement,
and though he has merely “tarried” in Sleepy Hollow, he clearly
will remain if his prospects improve.
Ichabod cannot rely on his looks or strength to advance him, so
he cultivates a circle of farmers’ daughters, particularly those
from the more prosperous families, and impresses them with his
erudition and vastly superior tastes. He has, indeed, “read
several books quite through,” among them Cotton Mather’s
account of witchcraft in New England. He believes even the
strangest of these tales; indeed, he frightens himself so much
when he reads them that he is startled when he hears a bird or
sees a firefly. He is, in other words, completely naïve and
suggestible. The local tale of the Galloping Hessian who rides
headless through the woods of Sleepy Hollow particularly
alarms him. A snow-covered bush in the half-light is enough to
convince Ichabod that he has seen the headless horseman.
One of Ichabod’s music students is Katrina Van Tassel, the
eighteen-year-old daughter of a prosperous Dutch farmer. She
is “plump as a partridge; ripe and melting and rosy-cheeked as
one of her father’s peaches.” She also, as her father’s only
daughter, has “vast expectations.” Though she is also something
of a coquette, the prospect of her inheritance makes her seem
to Ichabod a desirable bride, and he determines to win her.
Ichabod’s mouth waters when he contemplates the fruits of old
Baltus Van Tassel’s land. He dreams of the fat meadowlands,
the rich wheatfields, and the rye, buckwheat, fruit, and Indian
corn that will be his if he can win Katrina’s hand. Once married
to Katrina, he could invest in large tracts of land. He can even
imagine Katrina with a whole family of children, setting out with
him for promising new territories in Kentucky or Tennessee. It
is, however, the sumptuous comfort of the Van Tassel home that
makes him realize that he must have Katrina.
Winning Katrina,...
Assessment
Pre historic to medieval arts has very rich characteristics, have specific
functions in their lives and beliefs, very modern and accurate in their
designs and become the key in understanding how the people in the
early age live their lives.
Try to relate some famous artworks of the early age to some Philippine
artworks and reflect how they have in common or how they can be
associated with each other.
Individual Activity
Early Age Art Forms Philippine Art Forms
Tutankhamen’s inner coffin Manungul Jar
Gold inlaid with glass and semi- Secondary burial Jar
precious stones,
Characteristics:
Function:
Early Age Art Forms Philippine Art Forms
Venus of Willendorf Bul-ol
Limestone height 4 3/4’’ (11cm) Igorot’s carved wood idol used to
Naturhistorishes Museum, Vienna guard their crops
Austria
Characteristics:
Function:
Early Age Art Forms Philippine Art Forms
Gothic Architectural Pampanga’s Capiz Lantern
Characteristics:
Function:
1. A,e 1. d
2. D 2. a
3. B 3. c
4. H 4. b
5. C 5. e
6. G
7. F
What I know
What’s in
Answer Key
➢ References
• Music and Arts 9- Learner’s Material
https://www.google.com/search?q=rubric+for+drawing+with+colors&tbm
=isch&ved=2ahUKEwjx4bK0ufvqAhUSNKYKHSd4AF8Q2-
cCegQIABAA&oq=rubric+for+drawing+with+colors&gs_lcp=CgNpbWcQAzo
CCABQwKcBWK7TAWC81AFoAXAAeASAAbUIiAGIOpIBDzAuNy40LjQuM
S4wLjMuMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=ny
EmX7GWIZLomAWn8IH4BQ&bih=657&biw=1366&hl=en#imgrc=LSsbL9
ndBwvp0M
https://www.enotes.com/topics/legend-sleepy-hollow
Para sa mga katanungan o puna, sumulat o tumawag sa:
Department of Education – Carcar City Division (LRMS)
P. Nellas St., Poblacion III, Carcar City, Cebu,
Cebu, Philippines
Telefax: (032) 77561
